Educational jurisprudence

Document Type : Original Article

Author

Doctor of Shahid Mahallati Higher Education Complex in Qom

Abstract

The issue of educational fairness and justice is of particular importance in evaluation and testing. This is doubly important when evaluation is used to make important and crucial decisions, such as employment or getting admissions in a university. The issue of fairness has been an integral part of many studies and theoretical findings on the validity of crucial tests due, mainly, to this reason. Many researchers in this field (Mezik, 1985 and Beckman and Palmer, 1996) consider the fairness component as part of the construct validity of the test structure, which if not addressed, will have many social, economic and psychological consequences for the test taker. Despite the importance of this issue, this issue has not been addressed from the perspective of religion education in our country, which has an Islamic texture and special educational peculiarities. Since this phenomenon deals with human rights, educational jurisprudence is one of the most likely areas where this issue can be dealt with from a religious point of view. Therefore, the present article is an attempt to adopt a theoretical framework to achieve the main components of the sub-structure of fairness in the validity of the test and then to provide approaches to localize this important phenomenon by adding educational jurisprudential considerations to these components. Findings showed that educational jurisprudence can enter into this important arena from the perspective of three approaches, epistemological, rule-based and basis-based.

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Main Subjects

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