Aldian, A., Taylor, M. A. (2005). A consistent method to determine flexible criteria weights for multicriteria transport project evaluation in developing countries. Journal of the Eastern Asia Society for Transportation Studies, 6, 3948-3963.
Azar, A. (2010). Applied decision making (MADM approach). Tehran: Negah Danesh. (Persian)
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.
Baniasadi, A., Salehi, K. (2019). Introduction on the Principles and Process of Construction and Validation of the Interview Protocol. Higher Education Letter, 12(46), 177-203. (Persian)
Baniasadi, A., Salehi, K., Khodaie, E., Bagheri Noaparast, K., Izanloo, B. (2021). Students’ perceptions of fair classroom assessment: A qualitative study. Educational Measurement and Evaluation Studies, 11(35), 68-88. (Persian)
Bazargan, A. (2013). An Introduction to Qualitative and Mixed Methods Research. Tehran: Didar. (Persian)
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), 168-187.
Brookhart, S. M. (2003). Developing measurement theory for classroom assessment purposes and uses. Educational Measurement: Issues and Practice, 22(4), 5–12.
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.
Čiuladienė, G., & Račelytė, D. (2016). Perceived unfairness in teacher-student conflict situations: students’ point of view. Polish Journal of Applied Psychology, 14(1), 49–66.
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.
Ghanbari, S., Ardalan, MR., Karimi, I. (2015). Effect of the Challenges of Student Learnings Evaluation
on Deliberate Practice Study Approach. Education Strategies Medical Sciences, 8(2), 105-113. (Persian)
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.
Hsieh, T.Y., Lu, S.T. and Tzeng, G.H., 2004. Fuzzy MCDM approach for planning and design tenders selection in public office buildings. International journal of project management, 22(7), 573-584.
Jonsson, A., & Svingby, G. (2007). The use of scoring rubrics: Reliability, validity and educational
consequences. Educational research review, 2(2), 130–144.
Kosko, B. (1994). Fuzzy Thinking: The New Science of Fuzzy Logic (A. Ghaffari, Trans.). Tehran: K. N. Toosi University. (Persian)
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.
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.
Polit, D. F., & Beck, C. T. (2006). The content validity index: are you sure you know what’s being reported? Critique and recommendations. Research in Nursing & Health, 29(5), 489–497.
Pornaderi, p., Nasr, A, R., Nili. M, R., & Bagheri, Z. (2013).
Evaluation of the Implementing Different Methods of Measurement and Sustainable Learning Based Measurements.
Technology of Education Journal, 8 (1), 45-54. (Persian)
Ricoeur, P. (1976). Interpretation theory: Discourse and the surplus of meaning. TCU press.
Rodabaugh, R. C. (1994). College students’ perceptions of unfairness in the classroom. To Improve the Academy, 13(1), 269–282.
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), 33-54. (Persian)
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.
Supreme Council for Cultural Revolution. (2012). Comprehensive scientific map of the country. Tehran: Secretariat of the Supreme Council of the Cultural Revolution. (Persian)
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. (2013). Fairness in classroom assessment. SAGE Handbook of Research on Classroom Assessment, November, 125–144. https://doi.org/10.4135/9781452218649.n8
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.
Twenge, J. M. (2009). Generational changes and their impact in the classroom: teaching Generation Me. Medical Education, 43(5), 398–405.
Vinodh, S., Prasanna, M., & Prakash, N. H. (2014). Integrated Fuzzy AHP–TOPSIS for selecting the best plastic recycling method: A case study. Applied Mathematical Modelling, 38(19–20), 4662–4672.
Yamtim, V., & Wongwanich, S. (2014). A study of classroom assessment literacy of primary school teachers. Procedia-Social and Behavioral Sciences, 116, 2998–3004.