Table 6 Test fairness questionnaire

 1

I have sufficient access to quality educational resources (e.g., capable teachers and appropriate facilities) to learn the course content.

 2

I have adequate access to test resources (those addressed in tests items) before tests administration.

 3

Given my learning style and abilities, I have enough opportunities to learn in the classroom.

 4

I do not have enough time to prepare for tests.

 5

My teachers do not pay enough attention to my questions and problems in the classroom.

 6

Classes are usually run according to the rules set at the beginning of the semester between the teacher and the students (Everything in the class is based on a schedule and principles agreed upon by all).

 7

I am sufficiently aware of the educational changes (e.g., changes in teaching materials and their presentation) during the semester.

 8

Changes in my learning are not noticed by teachers during the semester (The instruction does not proceed according to my learning conditions).

 9

I do not play an influential role in changing teaching materials during the semester.

 10

My teachers do not have the right to punish me if I do not follow their wishes in the classroom (e.g., to lower my grade or not answer my questions or give me challenging assignments).

 11

I admit that the classroom control is in the hands of my teachers because they are the most knowledgeable and experienced individuals in the classroom (Whatever they say must be done.).

 12

My teachers are capable individuals in the classroom that I love to be known as their students.

 13

My teachers, as a reference in the classroom, have the right to make educational decisions and implement them.

 14

There is a correspondence between the content of the tests items and the materials taught in the classroom.

 15

My teachers do not have adequate pedagogical competence.

 16

My teachers manage the class in a disciplined manner.

 17

I have enough opportunities to work and learn with my classmates in group activities.

 18

My teachers provide a reasonable and adequate explanation of the learning objectives of the semester.

 1

There is transparency in the design of tests (It is clear who designs them and how).

 2

Assessing my abilities is not affected by my gender (For example, since I look attractive, it does cause my teacher to give me a high grade.).

 3

Tests content does not conflict with my racial/ethnic background (e.g., their content does not contain anything that offends my ethnic customs and values).

 4

Assessing my abilities is not affected by my socioeconomic status (e.g., because I am from the high class of society, it does not cause my teachers to give me a high grade, or because I am from the working class of society, it does not cause my teachers to give me a low grade.).

 5

Tests content does not conflict with my religious beliefs (e.g., their content does not contain materials that challenge or belittle my religious beliefs).

 6

Tests content contradicts my political views and tendencies.

 7

Tests have good design and appearance, proper font, and enough space to answer item questions.

 8

Tests are not designed and tailored to my abilities.

 9

My grades do not change in the tests administered during the semester.

 10

My teachers work together to design tests.

 11

Tests content instills in me a particular ideology (e.g., political or religious).

 12

Tests content does not contradict my cultural values.

 13

There is no fair distribution of power and authority between teachers and me in designing and preparing classroom tests (e.g., everything is under the control of teachers.).

 14

My views and concerns regarding the design and preparation of classroom tests are considered by teachers.

 15

I do not have enough opportunities to assess the abilities of my classmates.

 16

I do not have enough opportunities to assess my abilities in the classroom.

 17

The group’s composition in which I am a member and in which I work has adverse effects on my grade.

 18

My teachers allow me to participate in the design and preparation of classroom tests.

 19

Test items are logically ordered from simple to difficult.

 20

Classroom tests are a combination of close-ended questions (e.g., multiple-choice and fill-in the blank) and open-ended questions (e.g., essay).

 21

Test results can predict my abilities and performance outside of the classroom.

 22

Tests measure exactly what they intend to assess (e.g., grammar tests only assess grammatical competence).

 23

There is an expert group at the university that supervises the preparation and quality of test content.

 1

I have enough opportunities to show my abilities.

 2

I do not have enough time to show my abilities during the test administration.

 3

I am familiar with the equipment (e.g., computers), methods (e.g., reading maps), and conditions (e.g., using scheduling time) when taking exams.

 4

There are not enough facilities for students with exceptional physical problems (e.g., blindness, deafness, etc.) to show their abilities.

 5

I cannot afford to pay for tuition and tests expenses.

 6

There are good conditions such as comfortable chairs, a quiet place, optimum light, and suitable temperature during test administrations.

 7

I have easy access to the test site.

 1

My teachers provide an adequate explanation on how to answer tests items.

 2

The instructions of tests items are easy to understand.

 3

The conditions of tests administration are the same for all students.

 4

My teachers do not know my name during tests administration.

 5

My teachers answer my questions and interact kindly with me during tests administration.

 6

My teachers treat me kindly during tests administration.

 7

The relationship between my teachers and me is respectful during tests administration.

 8

My teachers provide adequate and clear information during tests administration.

 9

The verbal and non-verbal behaviors of my teachers are respectful to me during tests administration.

 10

My teachers are honest and trustworthy during tests administration.

 11

My teachers allow me to work with them during tests administration.

 12

I cannot freely express my concerns and opinions about how the tests are administered.

 13

My teachers’ interactions with me are influenced by my gender during test administration (For example, because I have an attractive appearance, my teachers pay more attention to me).

 14

My teachers’ interactions with me are not affected by my race/ethnicity (For example, because teachers and I are of the same ethnicity, it does not make them interacts with me differently).

 15

My teachers’ interactions with me are not affected by my socioeconomic status (social class) during tests administration (For example, because I come from a wealthy family, it does not cause my teachers to interact with differently.).

 16

My teachers’ interactions with me are not influenced by my religious beliefs during tests administration (For example, because my religion is different from that of my teachers, this does not mean that they interact with me differently).

 17

My teachers’ interactions with me are not influenced by my political views during test administration (For example, because my teachers know that I do not have political views close to him, they interact less with me).

 18

My teachers’ interactions with me are not affected by our friendship and relationship during tests administration (For example, because I have a close relationship with a teacher, this does not mean that he/she interacts with me differently).

 19

There is no possibility of cheating during tests administration.

 20

It is possible to rest, eat or go to WC during tests administration.

 21

There is no a group of experts at the university to supervise how tests are administered.

 1

There is no consistency in grading criteria (My teachers change scoring criteria continuously).

 2

My teachers provide a reasonable and adequate explanation of grading criteria.

 3

There is transparency in announcing test results (It is clear when, how and by whom test results are announced.).

 4

There is no consistency in announcing test results (It is clear when, how and by whom test results are announced.).

 5

My grades are kept confidential in the classroom.

 6

My teachers do not provide sufficient and valid information about grading criteria at the beginning of the semester.

 7

My teachers announce test results and grades on time.

 8

My teachers allow me to cooperate in determining grading criteria.

 9

My new grades are not affected by my previous grades.

 10

When I get a low grade, there is not enough opportunity to make up for it.

 11

Scoring my abilities is not affected by my friendship with teachers (For example, if I have a close relationship with a teacher, this does not mean that he/she gives me a score higher than my abilities).

 12

There is an expert group at my university supervising how tests are scored.

 1

The feedback that teachers offer on my performance is not clear to me.

 2

The feedback that teachers offer on my performance is in line with the educational materials taught during the semester.

 3

The feedback that teachers offer on my performance is reasonable and adequate.

 4

The rewards given by teachers regarding test results are equal for all students.

 5

The punishments imposed by teachers regarding test results are equal for all students (For example, if a student does not obtain an intended grade, he/she should take some compensatory actions).

 6

My teachers listen carefully to my requests for a review of my grade.

 1

My grades are not interpreted clearly (The criteria to interpret my grades are not specified).

 2

My grades are interpreted consistently (For example, if my grade is lower than ten, it always means that I have to retake the course).

 3

Teachers express their reasons for my grades interpretations.

 4

Test results effects are equal for all students (For example, if the passing score is ten, all students whose score is lower than ten will not pass the course).

 5

There is no fair balance between the time and effort I put into preparing for tests and the results I get.

 1

The decisions made based on my grades are clear to me (It is clear what a decision is made for each grade by the teacher).

 2

The decisions made based on my grades are consistent over the semester (For example, whenever I get a low grade, my teachers do not change it).

 3

The decisions made based on my grades are not logical and justifiable for me (For example, if my grade is lower than ten, I will not pass that course).

 4

Decisions made based on my grades are announced in a timely manner.

 1

Tests have adverse effects on my learning.

 2

Tests have adverse effects on my society (For example, tests make everything be summed up in getting a degree).

 3

Tests have adverse effects on my family (For example, when I am going to take a test, my all family members have to quit their affairs and help me).

 4

Tests results affect my future career.

 1

What has happened in my life has been fair.

 2

The world where I live in is an unjust place.

 3

I have control over my life events.

 4

I have positive attitudes toward university and its education system.

 5

I have negative attitudes toward my teachers.

 6

I have negative attitudes toward tests.

 7

I feel confident when I take a test.

 8

I attribute test results to my inner abilities.

 9

All individuals have equal opportunities to study in my country.