Fairness in the Classroom: An Empirical Extension of the Notion of Organizational Justice

Robert J. Oppenheimer

Abstract


A strategy for enhancing perceptions of fairness in the classroom was empirically tested. Three sections of students were given the opportunity to participate in the grading of the presentations of their classmates. They perceived their presentation grades to be significantly more fair than the students in a fourth section who did not participate in the grading. This was the case even though the grades in the non-participating section were somewhat, but not significantly, higher.

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