Distributive Fairness in EFL Assessments: Understanding the Role of Equity in Non-Formal Educational Settings

Authors

  • Faridah Djawad Institut Agama Islam Negeri Parepare, Indonesia
  • Ambo Dalle Institut Agama Islam Negeri Parepare, Indonesia
  • Magdahalena Tjalla Institut Agama Islam Negeri Parepare, Indonesia
  • Zulfah Fakhruddin Institut Agama Islam Negeri Parepare, Indonesia
  • Abdul Haris Sunubi Institut Agama Islam Negeri Parepare, Indonesia

DOI:

https://doi.org/10.35445/alishlah.v18i3.9885

Keywords:

assessment fairness; EFL assessment; non-formal education; student perception; educational equity

Abstract

Fairness in assessment is essential for promoting students’ trust, engagement, and perceptions of educational equity. However, limited research has examined assessment fairness in non-formal English as a Foreign Language (EFL) settings, where assessment practices are often more flexible and less standardized. This study investigated students’ perceptions of distributive, procedural, and interactional fairness and examined differences between Elementary- and Intermediate-level learners. A descriptive cross-sectional quantitative design was employed involving 50 students at the International English Course (IEC) Parepare, comprising 25 Elementary and 25 Intermediate learners. Data were collected using a 15-item five-point Likert-scale questionnaire covering the three dimensions of assessment fairness. Descriptive statistics and the Mann–Whitney U test were used to analyze the data. Students reported positive perceptions across all fairness dimensions. Procedural fairness received the highest mean score (M = 4.49), followed by interactional fairness (M = 4.33) and distributive fairness (M = 4.21). The Mann–Whitney U test showed no statistically significant difference in overall fairness perceptions between Elementary and Intermediate learners (p = 0.259). The findings indicate that students perceived assessment procedures, outcomes, and teacher–student interactions positively in this non-formal EFL setting. The comparatively high rating of procedural fairness highlights the importance of clear, consistent, and transparent assessment practices. These findings support the relevance of multidimensional fairness frameworks in non-formal EFL education.

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Published

2026-09-14

How to Cite

Djawad, F., Dalle, A., Tjalla, M., Fakhruddin, Z., & Sunubi, A. H. (2026). Distributive Fairness in EFL Assessments: Understanding the Role of Equity in Non-Formal Educational Settings . AL-ISHLAH: Jurnal Pendidikan, 18(3), 3357–3368. https://doi.org/10.35445/alishlah.v18i3.9885

Issue

Vol. 18 No. 3 (2026): SEPTEMBER 2026

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Articles

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