Mon, May 18, 2026
[Archive]
Volume 7, Issue 1 (MARCH: Special Issue 2026)
johepal 2026, 7(1): 94-109 |
Back to browse issues page
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Hulle A, Purohit R. (2026). Ensuring Procedural and Interactional Classroom Justice in Non-Western Higher Education Assessment Practices. johepal. 7(1), 94-109. doi:10.66224/johepal.7.1.94
URL: http://johepal.com/article-1-1640-en.html
URL: http://johepal.com/article-1-1640-en.html
Abstract: (161 Views)
Using fair ways to check student work is particularly important for making students feel trust, want to do well, and be interested in learning. This writing looks at how students in textile and computer engineering feel about how they are graded in class. Based on concepts related to what is just within teams, the essay explores how transparency, treating everyone equally, avoiding bias, and offering useful advice influence the students' opinions on the justness of the grades they receive. The study used a mix of ways to collect information, including surveys from four hundred students and talking with sixteen groups of students; it found that not having clear rules for grading and not using the rules the same way all the time makes students trust less and not want to do as well. On the other hand, giving feedback quickly and explaining it well, along with teachers talking to students in a subtle way, really makes students more interested and feel that the grading methods are fair. The writing ends with ideas for things that Indian engineering schools can do, such as making clear rules for grading, letting students help make the rules, and teaching teachers how to give feedback that respects different cultures.
Keywords: Classroom Justice, Procedural Fairness, Interactional Fairness, Non-Western Higher Education, Student Perceptions, Assessment Policy
Type of Study: Research |
Subject:
Special
Received: 2025/09/1 | Accepted: 2026/03/8 | Published: 2026/03/31
Received: 2025/09/1 | Accepted: 2026/03/8 | Published: 2026/03/31
References
1. Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77-101. [DOI]
2. Chory-Assad, R. M. (2002). Classroom justice: Perceptions of fairness as a predictor of student motivation, learning, and aggression. Communication Quarterly, 50(1), 58-77. [DOI]
3. Chory, R. M. (2007). Enhancing student perceptions of fairness: The relationship between instructor credibility and classroom justice. Communication Education, 56(1), 89-105. [DOI]
4. Colquitt, J. A., Greenberg, J., & Zapata-Phelan, C. P. (2005). What is organizational justice? A historical overview of the field. In J. Greenberg, & J. A. Colquitt (Eds.), Handbook of organizational justice (pp. 3-56). Psychology Press.
5. Cropanzano, R., Fortin, M., & Kirk, J. F. (2015). How do we know when we are treated fairly? Justice rules and fairness judgments. In M. R. Buckley, A. R. Wheeler, & J. R. B. Halbesleben (Eds.), Research in Personnel and Human Resources Management (pp. 279-350). Emerald Group Publishing Limited. [DOI]
6. Creswell, J. W., & Plano Clark, V. L. (2017). Designing and conducting mixed methods research (3rd ed.). SAGE Publications, Inc.
7. Deutsch, M. (1975). Equity, equality, and need: What determines which value will be used as the basis of distributive justice? Journal of Social Issues, 31(3), 137-149. [DOI]
8. Donat, M., Gallschütz, C., & Dalbert, C. (2018). The relation between students' justice experiences and their school refusal behavior. Social Psychology of Education, 21(3), 447-475. [DOI]
9. Estaji, M., & Zhaleh, K. (2021). Exploring Iranian teachers' perceptions of classroom justice and its dimensions in EFL instructional contexts. Language Related Research, 12(3), 277-314. [Article]
10. Grazia, V., Molinari, L., & Mameli, C. (2024). Contrasting school dropout: The protective role of perceived teacher justice. Learning and Instruction, 89, 101826. [DOI]
11. Horan, S. M., Chory, R. M., Carton, S. T., Miller, E., & Raposo, P. C. J. (2013). Testing leader–member exchange theory as a lens to understand students' classroom justice perceptions and antisocial communication. Communication Quarterly, 61(5), 497-518. [DOI]
12. Kura, K. M., Shamsudin, F. M., & Chauhan, A. (2014). Effects of honor codes and classroom justice on students' deviant behavior. Procedia – Social and Behavioral Sciences, 112, 77-86. [DOI]
13. Rasooli, A., Zandi, H., & DeLuca, C. (2019). Conceptualising fairness in classroom assessment: Exploring the value of organisational justice theory. Assessment in Education: Principles, Policy & Practice, 26(5), 584-611. [DOI]
14. Robinson, S. L. (1996). Trust and breach of the psychological contract. Administrative Science Quarterly, 41(4), 574-599. [DOI]
15. Uludag, O. (2014). Fair and square: How perceptions of fairness are associated to aggression? Procedia – Social and Behavioral Sciences, 143, 504-508. [DOI]
16. Vallerand, R. J., Pelletier, L. G., Blais, M. R., Brière, N. M., Senécal, C., & Vallières, E. F. (1992). The academic motivation scale: A measure of intrinsic, extrinsic, and amotivation in education. Educational and Psychological Measurement, 52(4), 1003-1017. [DOI]
17. Yan, P. (2021). Chinese EFL students' perceptions of classroom justice: The impact of teachers' caring and immediacy. Frontiers in Psychology, 12, 767008. [DOI]
18. Zhaleh, K., Estaji, M., & Chory, R. M. (2025). Justice and fairness are not the same construct: Evidence from revalidating the teacher classroom justice scale on university EFL students in Iran. Teaching English Language, 19(1), 41-80. [Article]
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
