Academic Profile : Faculty

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Dr Rasooli Amirhossein
Lecturer, National Institute of Education - Learning Sciences and Assessment
Journal Articles
(Not applicable to NIE
staff as info will be
pulled from PRDS)
Rasooli, A., DeLuca, C., Cheng, L., & Mousavi, A. (2023). Classroom assessment fairness inventory: a new instrument to support perceived fairness in classroom assessment. Assessment in Education: Principles, Policy & Practice, 1-24. https://doi.org/10.1080/0969594X.2023.2255936

Rasooli, A. (2023). Digital module 33: Fairness in classroom assessment: dimensions and tensions. Educational Measurement: Issues & Practice. DOI: 10.1111/emip.12572

Baidoo-Anu, D., Rasooli, A., DeLuca, C. and Cheng, L. (2023). Conceptions of classroom assessment and approaches to grading: What do teachers and students say? Education Inquiry, Doi: 10.1080/20004508.2023.2244136

Rasooli A, Rasegh A, Zandi H, and Firoozi T. (2022). Teachers' conceptions of fairness in classroom assessment: An empirical study. Journal of Teacher Education. 1-14. Doi: 10.1177/00224871221130742

Rasegh A, Zandi H, Firoozi T. and Rasooli A (2022). Teachers' conceptions of classroom justice: An empirical study. Social Psychology of Education. 1-24. Doi: 10.1007/s11218-022-09735-1

Rasooli, A., DeLuca, C., and Cheng L. (2022). Teacher candidates’ approaches to grading and assessment conceptions: An empirical study for responsive teacher education. Educational Research for Policy and Practice.

Rasooli, A., Zandi, H., and DeLuca, C. (2022). Measuring fairness and justice in the classroom: A systematic review of instruments’ validity evidence. School Psychology Review. doi:10.1080/2372966X.2021.2000843

Darabi, A., and Rasooli A, (2022). Students’ experiences of fairness in summative assessment: A study in a higher education context. Studies in Educational Evaluation, 72. doi:10.1016/j.stueduc.2021.101118

Rasooli A., Razmjoee M, Cumming J, Dickson E, and Webster A. (2021). Conceptualising a fairness framework for assessment adjusted practices for students with disability: An empirical study. Assessment in Education: Principles, Policy & Practice, 28, 301-321. doi:10.1080/0969594X.2021.1932736

Cheng, L., DeLuca, C., Braund, H., Yan, W., and Rasooli, A. (2020). Teachers’ grading decisions and practices across cultures: Exploring the value, consistency, and construction of grades across Canadian and Chinese secondary schools. Studies in Educational Evaluation, 67, 100928. doi:10.1016/j.stueduc.2020.100928

DeLuca, C., Schneider, C., Coombs, A. J., Pozas, M., and Rasooli, A., (2020). A cross-cultural comparison of German and Canadian student teachers’ assessment competence. Assessment in Education: Principles, Policy & Practice, 27, 26-45. doi:10.1080/0969594X.2019.1703171

DeLuca, C., Coombs, A. J., MacGregor, S., and Rasooli, A. (2019). Toward a differential and situated view of assessment literacy: Studying teachers’ responses to classroom assessment scenarios. Frontiers in Education, Special Issue: Advances in Classroom Assessment Theory and Practice. doi:10.3389/feduc.2019.00094

Rasooli, A., DeLuca, C., Rasegh, A., and Fathi, S. (2019). Students’ critical incidents of fairness in classroom assessment: An empirical study. Social Psychology of Education, 22, 701-722. doi:10.1007/s11218-019-09491-9

Rasooli, A., Zandi, H., and DeLuca, C. (2019). Conceptualizing fairness in classroom assessment: Exploring the value of organizational justice theory. Assessment in Education: Principles, Policy & Practice, 26, 548-611. doi:10.1080/0969594X.2019.1593105

Rasooli, A., Zandi, H., and DeLuca, C. (2018). Re-conceptualizing classroom assessment fairness: A systematic meta-ethnography of assessment literature and beyond. Studies in Educational Evaluation, 56, 164-181. doi:10.1016/j.stueduc.2017.12.008
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