Abolmaali, K. (2019). Qualitative research from theory to practice. Tehran: Alam Publications.
Allal, L. (2013). Teachers’ professional judgement in assessment: A cognitive act and a socially situated practice. Assessment in Education: Principles, Policy & Practice, 20(1), 20–34.
Alm, F., & Colnerud, G. (2015). Teachers’ experiences of unfair grading. Educational Assessment, 20(2),132–150.
Bempechat, J., Ronfard, S., Li, J., Mirny, A., & Holloway, S. D. (2013). “She always gives grades lower than one deserves:” A qualitative study of Russian adolescents’perceptions of fairness in the classroom. Journal of Ethnographic & Qualitative Research, 7(4), 169- 187.
Bonakdari, N., Mehran, G., Mahroozadeh, T., Hashemi, S. (2016). Characteristics of Iranian Competent Professor: A Qualitative Research. Journal of New Approaches in Educational Administration, 7(27), 117-138.
Brookhart, S. M. (2003). Developing measurement theory for classroom assessment purposes and uses. Educational measurement: Issues and practice, 22(4), 5–12.
Brookhart, S. M., & McMillan, J. H. (2019). Classroom Assessment and Educational Measurement. Routledge.
Brown, G. T. L., Pishghadam, R., & Sadafian, S. S. (2014). Iranian university students’ conceptions of assessment: Using assessment to self-improve. Assessment Matters, 6, 5–33.
Burger, R., & Gross, M. (2016). Fairness and university dropout. The role of grading procedures in the development of dropout intentions. Zeitschrift für Erziehungswissenschaft, 19(3), 625–647.
Camilli, G. (2013). Ongoing issues in test fairness. Educational Research and Evaluation, 19(2–3), 104–120.
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.
Colquitt, J. A. (2001). On the dimensionality of organizational justice: a construct validation of a measure. Journal of applied psychology, 86(3), 386.
Cultural and Social Policy and Planning Office of the Ministry of Science, Research and Technology. (2014). Charter of Student Rights. Tehran: Ministry of Science, Research and Technology, Cultural and social deputy. (Persian)
DeLuca, C. (2012). Preparing teachers for the age of accountability: Toward a framework for assessment education. Action in Teacher Education, 34(5–6), 576–591.
Diekelmann, N., Allen, D., & Tanner, C. A. (1989). The NLN criteria for appraisal of baccalaureate programs: A critical hermeneutic analysis. Natl League for Nursing Pr.
Duplaga, E. A., & Astani, M. (2010). An exploratory study of student perceptions of which classroom policies are fairest. Decision Sciences Journal of Innovative Education, 8(1), 9–33.
Flores, M. A., Veiga Simão, A. M., Barros, A., & Pereira, D. (2015). Perceptions of effectiveness, fairness and feedback of assessment methods: a study in higher education. Studies in Higher Education, 40(9), 1523–1534.
Ghanbari, S., Ardalan, MR., Karimi, I. (2015). Effect of the Challenges of Student Learnings Evaluation on Deliberate Practice Study Approach. Educ Strategy Med Sci, 8 (2), 105-113. (Persian)
Gipps, C. V. (1994). Beyond testing: Towards a theory of educational assessment. Psychology Press.
Golparvar, M. (2015). The Role of Educational Ethics in Relation between Educational Justice and Injustice with Educational Cheating: Structural Equation Modeling. Educational Psychology, 11(37), 51-67. (Persian)
Green, S. K., Johnson, R. L., Kim, D.-H., & Pope, N. S. (2007). Ethics in classroom assessment practices: Issues and attitudes. Teaching and Teacher Education, 23(7), 999–1011.
Houston, M. B., & Bettencourt, L. A. (1999). But that’s not fair! An exploratory study of student perceptions of instructor fairness. Journal of Marketing Education, 21(2), 84–96.
Ishak, Z., & Fin, L. S. (2013). Truants’ and teachers’ behaviors in the classroom. Procedia-Social and Behavioral Sciences, 103, 1228–1237.
John, A. C. (2015). Reliability and Validity: A Sine Qua Non for Fair Assessment of Undergraduate Technical and Vocational Education Projects in Nigerian Universities. Journal of Education and Practice, 6(34), 68–75.
Jonsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational
consequences. Educational research review, 2(2), 130–144.
Lichtman, M. (2012). Qualitative research in education: A user’s guide. Sage publications.
Lemons, M. A., & Seaton, J. L. (2011). Justice in the classroom: Does fairness determine student cheating behaviors? Journal of Academic Administration in Higher Education, 7(1), 65-80.
Liu, J., Johnson, R., & Fan, X. (2016). A comparative study of Chinese and United States pre-service teachers’ perceptions about ethical issues in classroom assessment. Studies in Educational Evaluation, 48, 57-66.
Lopez, K. A., & Willis, D. G. (2004). Descriptive versus interpretive phenomenology: Their contributions to nursing knowledge. Qualitative health research, 14(5), 726–735.
Marzooqi, R., and Heidari, M., and Heidari, A. (2013). Investigating the relationship between educational justice and academic burnout of students of the University of Social Welfare and Rehabilitation Sciences. STRIDES IN DEVELOPMENT OF MEDICAL EDUCATION, 10 (3), 210-216. (Persian) https://www.sid.ir/fa/journal/ViewPaper.aspx?id=215813
McMillan, J. H. (2017). Classroom assessment: Principles and practice that enhance student learning and motivation. Pearson.
Murillo, F. J., & Hidalgo, N. (2017). Students’ conceptions about a fair assessment of their learning. Studies in Educational Evaluation, 53, 10–16.
O’Leary, E. J. (2019). A Phenomenological Study of Competition in High School Bands. Bulletin of the Council for Research in Music Education, 220, 43–61.
Pepper, M. B., & Pathak, S. (2008). Classroom contribution: What do students perceive as fair assessment? Journal of Education for Business, 83(6), 360–368.
Pornaderi, P., Nasr, A. R., Nili, M. R., & Bagheri, Z. (2014). Evaluation of the Implementing Different Methods of Measurement and Sustainable Learning Based Measurements. Journal of Technology of Education, 2(30), 115-124. (Persian)
Resh, N., & Sabbagh, C. (2017). Sense of justice in school and civic behavior. Social Psychology of Education, 20, 387-409.
Ricoeur, P. (1976). Interpretation theory: Discourse and the surplus of meaning. TCU press.
Ricoeur, P., & Ihde, D. (1991). Essays in Hermeneutics: From Text to Action. Northwestern University Press.
Rodabaugh, R. C. (1994). College students’ perceptions of unfairness in the classroom. To Improve the Academy, 13(1), 269–282.
Safaei Movahhed, S. (2017). Under the Skin of University: Uncovering Academic Exploitation in Iranian Higher Education. Journal of higher education curriculum studies, 8(15), 7-34. (Persian)
Salarvand, S., Yamani, N., Kashani, F., Salarvand, M., Ataei, M., & Hashemi Fesharaki, M. (2015). Nursing Students’ Perception of Ethical and Professional Characteristics of an Ideal Faculty Member: A Qualitative Study. Iranian Journal of Medical Education, 15, 481-494. (Persian)
Salehi, K., Bazargan, A., Sadeghi, N., & Shokoohi Yekta, M. (2015). Phenomenological analysis of the perception and lived experience of primary school teachers of the strengths and weaknesses of the descriptive evaluation program. Research in Educational Systems, 9 (31), 32-1. (Persian)
Sambell, K., Brown, S., & McDowell, L. (1997). “But Is It Fair?”: An Exploratory Study of Student Perceptions of the Consequential Validity of Assessment. Studies in educational evaluation, 23(4), 349–371.
Schmidt, T. A., Houston, M. B., Bettencourt, L. A., & Boughton, P. D. (2003). The impact of voice and justification on students’ perceptions of professors’ fairness. Journal of Marketing Education, 25(2), 177–186.
Scott, S., Webber, C. F., Lupart, J. L., Aitken, N., & Scott, D. E. (2014). Fair and equitable assessment practices for all students. Assessment in Education: Principles, Policy & Practice, 21(1), 52–70.
Seraji, F., Maroofi, Y., & Razeqi, T. (2013). Identifying the challenges of evaluating what students have learned in the Iranian higher education system. Educational Measurement and Evaluation Studies, 4 (5), 54-33. (Persian)
Smith, J. A., & Shinebourne, P. (2012). Interpretative phenomenological analysis. American Psychological Association.
Solomonidou, G., & Michaelides, M. (2017). Students’ conceptions of assessment purposes in a low stakes secondary-school context: A mixed methodology approach. Studies in Educational Evaluation, 52, 35-41.
Speziale, H. S., Streubert, H. J., & Carpenter, D. R. (2011). Qualitative research in nursing: Advancing the humanistic imperative. Lippincott Williams & Wilkins.
Stobart, G. (2006). Validity in formative assessment. In J. Gardner (Ed.), Assessment and Learning (pp. 134- 146). SAGE Publications Ltd, https://www.doi.org/10.4135/9781446250808.n14
Struyven, K., Dochy, F., & Janssens, S. (2005). Students’ perceptions about evaluation and assessment in higher education: A review. Assessment & Evaluation in Higher Education, 30(4), 325–341.
Svedlund, M., Danielson, E., & Norberg, A. (2001). Women’s narratives during the acute phase of their myocardial infarction. Journal of Advanced Nursing, 35(2), 197–205.
Tata, J. (2005). The influence of national culture on the perceived fairness of grading procedures: A comparison of the United States and China. The Journal of Psychology, 139(5), 401–412.
Tierney, R. D. (2014). Fairness as a multifaceted quality in classroom assessment. Studies in Educational Evaluation, 43, 55–69.
Tillema, H., Leenknech, M., & Segers, M. (2011). Assessing assessment quality: Criteria for quality assurance in design of (peer) assessment for learning – A review of research studies. Studies in Educational Evaluation, 37, 25-34.
Xu, H. (2017). Exploring novice EFL teachers’ classroom assessment literacy development: A three-year longitudinal study. The Asia-Pacific Education Researcher, 26(3–4), 219–226.
Xu, Y., & Brown, G. T. L. (2016). Teacher assessment literacy in practice: A reconceptualization. Teaching and Teacher Education, 58, 149–162.
Yamtim, V., & Wongwanich, S. (2014). A study of classroom assessment literacy of primary school teachers. Procedia-Social and Behavioral Sciences, 116, 2998–3004.
)