Examining teacher ethical dilemmas in classroom assessment

被引：60
|
作者：
Pope, Nakia [1 ]
Green, Susan K. [1 ]
Johnson, Robert L. [2 ]
Mitchell, Mark [1 ]
机构：
[1] Winthrop Univ, Ctr Pedag, Richard W Riley Coll Educ, Rock Hill, SC 29733 USA
[2] Univ S Carolina, Columbia, SC 29208 USA
来源：
TEACHING AND TEACHER EDUCATION | 2009年 / 25卷 / 05期
关键词：
Classroom assessment; Ethics;
D O I：
10.1016/j.tate.2008.11.013
中图分类号：
G40 [教育学];
学科分类号：
040101 ; 120403 ;
摘要：
The current spotlight on assessment in education raises ethical issues as practices evolve. This study documents ethical conflicts faced by teachers in the United States regarding assessment of students. Critical incidents generated by practising teachers revealed a majority of reported conflicts related to score pollution, and conflicts frequently arose between teachers' perceptions of institutional demands and the needs of students. The most frequently mentioned assessment topics causing conflict included grading, standardised testing, and special populations. These findings suggest that explicit guidelines for defining and avoiding unethical behaviour would be helpful to teachers in developing their assessment practices. (C) 2008 Elsevier Ltd. All rights reserved.
引用
收藏
页码：778 / 782
页数：5
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