The widespread integration of technology into education has led to significant reliance on online assessment. Despite its prevalence, concerns regarding the fairness of online assessment are raised. While this issue has gained considerable attention, empirical investigations particularly exploring teachers’ perception of fairness in online assessment remain scarce. Additionally, existing frameworks for assessing fairness in online context seem inadequate. To address these concerns, the current study investigated Iranian English as a Foreign Language (EFL) teachers’ perceptions of fairness in online assessment. Moreover, the study aimed to develop a valid scale to measure fairness of assessment practices in online context. Employing a mixed-methods approach, the study conducted a structured interview with 20 EFL teachers and the resulting data were transcribed and subjected to qualitative analyses. Ten major codes or themes derived from the data were access, knowledge, personal factors, clear criteria, item quality, safety, policies, teaching quality, assessment type and administration. The codes were subsequently classified under three overarching categories of student level, teacher level, and organizational level. Subsequently, based on the interview findings and the existing literature, an online assessment fairness questionnaire was developed and administered to a sample of 100 EFL teachers the results of which led to the verification of five core factors of online assessment fairness. The study findings offer a novel understanding of teachers’ perspectives concerning the fairness of online assessment and the factors involved in fairness or unfairness of such educational practices.
