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Ethical Assessment Practices in Education

The document discusses the ethical responsibilities of teachers in assessment, emphasizing that assessments have significant consequences for students and stakeholders. It outlines aspects of fairness in assessments, such as transparency, opportunity to learn, and avoiding bias, while also addressing ethical issues surrounding sensitive topics and the use of unreliable instruments. It concludes by highlighting the importance of quality assessments that reflect essential knowledge and skills for students.

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Jezebel Bautista Angin
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50 views20 pages

Ethical Assessment Practices in Education

The document discusses the ethical responsibilities of teachers in assessment, emphasizing that assessments have significant consequences for students and stakeholders. It outlines aspects of fairness in assessments, such as transparency, opportunity to learn, and avoiding bias, while also addressing ethical issues surrounding sensitive topics and the use of unreliable instruments. It concludes by highlighting the importance of quality assessments that reflect essential knowledge and skills for students.

Uploaded by

Jezebel Bautista Angin
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd

ETHICS

CHAPTER 6
MEET THE GROUP

QUEIA ALTHEA C. JEZEBEL B. ANGIN [Link]


JESEMIE ASAYAS
LAMPAYAN
RUSSEL AND AIRASIAN
(2012)
Defines Assessment as more than just a technical
activity - it is a human activity. They explained that
assessments has consequences to students and
other stakeholders. They added that, Teachers
assessments have important long-term and short-
term consequences for students, thus teachers
have an ethical responsibilities to make decisions
using the most valid and reliable informations
possible.
ASPECTS OF FAIRNESS
1. STUDENT'S KNOWLEDGE
OF LEARNING TARGETS
AND ASSESSMENTS

-Uninformed test coverage.


Transparency- Disclosure -Absence of Criteria
of information to students -Not providing samples -
about the assessment. Surprise quizzes
-Test-taking skills
2. OPPORTUNITY TO
LEARN

Provides adequate time


and opportunities for all
students to learn.
3. PREREQUISITE
KNOWLEDGE

Identify prerequisite skills Provide tutorials to


necessary or completing address gaps in students'
an assessment knowledge.
4. AVOID
STEREOTYPING

Avoid terms and examples


that may be offensive to
students (ex. gender, race,
religion, culture, or
nationality)
5. AVOIDING BIAS IN
ASSESSMENT TASK AND
PROCEDURES
Unfair penalization- harms student
Offensiveness- happens if performance due to test content,
test- takers get distressed, not because items are offensive
upset or distracted about but rather, the content caters to
some particular groups from the
how an individual or a same economic class, race,
particular group is gender, etc., leaving other groups
portrayed in the test. at a loss or a disadvantage.
6. ACCOMMODATING
SPECIAL NEEDS

 ature and Extent of


N
the learner's disability

Type and format of


assessment

Competency and
content being
assessed
RELEVANCE
CRITERIA FOR
ACHIEVING QUALITY
ASSESSMENT:

1. Assessment should reflect the


knowledge and skills that are most
important for students to learn.
2. Assessment should support
every student's opportunity to
learn. things that are important.
3. Assessment should tell teachers
and individual students something
that they do not already know.
ETHICAL ISSUES
"Are there some
aspects of teaching-
learning situation that
should not be
assessed?"
HERE ARE SOME SITUATIONS
IN WHICH ASSESSMENT MAY
NOT BE CALLED FOR:

1. Asking students on 2. Using in valid and


sensitive questions unreliable test
like their sexuality instruments that may
or family problems lead to inaccurate and
misleading result
HERE ARE SOME SITUATIONS
IN WHICH ASSESSMENT MAY
NOT BE CALLED FOR:

4. Deception in regard
3. Confidentiality of the
to the purpose and use
assessment results
of the assessment
HERE ARE SOME SITUATIONS
IN WHICH ASSESSMENT MAY
NOT BE CALLED FOR:

5. Temptation to assist
students in answering
tests or responding to
surveys.
CONCLUSION
ANY QUESTION?
THANK YOU

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