Pope, Green, Johnson, & Mitchell (2009) suggest that we need further research and discussion around ethics and assessment in the classroom. Many ethical dilemmas are faced by teachers, however little has been researched around ethics and assessment. Teachers spend one third of their time in assessment related activities and do so with no clear guidelines of the ethical dilemmas involved. There is a need for pre-service teachers to undertake training and discussion around assessment ethical conflict and dilemma, as it appears that ethical reasoning does not develop on the job. The group study of in service teachers highlighted the dilemmas around ethics and assessment. In discussing a scenario where there is no right or wrong answers, teacher responses were grouped according to the principles of ‘do no harm’ and ‘score pollution’. Although responses varied greatly, score pollution rated highest with institutional requirements vs. students needs being the greatest concern around conflicting elements. Ethical conflict based around institutional expectations is described as unavoidable, as institutions deal with the abstract and teachers deal with the person. Within Institutional requirements teachers see ethical conflict where rules from the governing body do not match with what the teachers sees as meeting the need of the student. As demand of large-scale assessment increase so does the focus on the practice, the student’s need to be the priority and teacher’s lack formal training. Research, clear guidelines, and discussion around ethics need to be implemented. We need clear guidelines around score pollution and the ethical dilemmas involved.
The authors being affiliated with American Universities, and having ...
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Pope, N., Green, S., Johnson, R., & Mitchell, M. (2009). Examining teacher ethical dilemmas in classroom assessment. Teaching and Teacher Education , 25 (5), 778-782.
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