ETHICS

What is Ethics?

ETHICS are set of

morals or principles
that guide the behaviors
of group or individuals.
 STUDENTS KNOWLEDGE OF
LEARNING TARGETS AND
ASSESSMENT

TRANSPARENCY

Is defined as disclosure of information to students about assessments. This

includes what learning outcomes are to be assessed and evaluated, assessment
methods and formats, weighing of items, allocated time in completing the
assessment and grading criteria or rubric.

By informing students regarding the assessment details, they can adequately

prepare and recognize the importance of assessment. They become part of
assessment process, by doing so. Assessment become learner centered.
 STUDENTS KNOWLEDGE OF
LEARNING TARGETS AND
ASSESSMENT

WRITTEN TEST- WHAT IS INCLUDED & EXCLUDED IN THE TEST

✓ POINTERS TO REVIEW
✓ SAMPLE QUESTIONS

PERFORMANCE TEST- ASIDE FROM THE CONTENT, SCORING CRITERIA

SHOULD BE KNOWN PUBLICLY

✓ WHAT THE TEACHER IS LOOKING FOR IN ACTUAL PERFORMANCE OR

PRODUCT.
 OPPORTUNITY TO LEARN

❑ Fair assessments are aligned with instruction that provides

adequate time and opportunities for all students to learn.(Mcmillan
2007)

❑ Discussing an extensive unit in an hour is obviously insufficient.

❑ Inadequate instructional approaches would not be just for learners

because they are not given enough experiences to process
information and develop their skills. They will be ill prepared for a
summative test or performance test
 PREREQUISITE KNOWLEDGE
AND SKILLS

❑ Student may perform poorly in an assessment if they do not possess

background knowledge and skills.
❑ -The teacher must identify early on the prerequisite skills necessary for
completing an assessment
Forms of remediation
❑ The teacher can analyze the assessment items and procedures and determine the
pieces of knowledge and skills required to answer them.
❑ The teacher can administer prior knowledge assessments, the result of which
can lead to additional and supplemental teacher or students managed activities
like peer assisted study sessions, compensatory groups, note swapping and active
review
❑ The teacher may also provide clinics or reinforced tutorials to address gaps in
students; knowledge and skills. He/she may recommend reading materials or
advise student to attend supplemental instruction sessions when possible.
 AVOID STEREOTYPING

❑ A stereotype is a generalization of a group of people based on

inclusive observations of a small sample of this group. Common
stereotypes are racial, sexual and gender remarks.
❑ It is caused by preconceived judgments of people one comes in
contact with which are sometimes unintended

5 CONCRETE CHANGES TO PSYCO-EDUCATIONAL ASSESSMENTS

ALLEVIATE STEREOTYPES THREATS.
Jordan and Lovert (2006)

1. Be careful in asking questions about topics related to a student’s

demographic group. This may inadvertently induce stereotype threats
even if the information presented in the test is accurate.
 AVOID STEREOTYPING

2. Place measures of maximal performance like ability and

achievement tests at the beginning of assessments before giving less
formal self-report activities that contain topics or information about
family background, current home environment, preferred
extracurricular activities and self-perceptions of academic functioning

3. Do not describe tests as diagnostic of intellectual capacity

4.Determine if there are mediators of stereotype threat that affect test
performance. This can be done using informal interviews or through
standardized measures of cognitive interference and test anxiety

5.Consider possibility of stereo type threat when interpreting test

scores typecast
 AVOIDING BIAS IN ASSESSMENT
TASKS AND PROCEDURES

Assessment must be free from bias. FAIRNESS demands that all learners are given
equal chances to do well (from the task) and get good assessment (from the rater).

TWO FORMS OF ASSESSMENT BIAS

1. OFFENSIVENESS – happens if test takers get distressed, upset or distracted
about how an individual or a particular group is portrayed in the test.
EXAMPLE:
An essay about the traffic congestion sweepingly portraying traffic enforcers of the
Metropolitan Manila Development Authority (MMDA) as corrupt example of bias.
This assessment may affect students whose parents are working with the MMDA.

2. UNFAIR PENALIZATION –harms student performance due to test content,

not because items are offensive but rather the content caters to some particular
groups from the same economic class, race, gender, etc., leaving other groups at a
loss or a disadvantage.
 ACCOMMODATING SPECIAL
NEEDS

THE LEGAL BASIS FOR ACCOMMODATIONS

1.Sec. 12 of Republic Act 7277 entitled ‘An Act Providing for the
rehabilitation, Self-development and self-reliance of dis abled person
and their integration into the mainstream of society and other
purposes “
The provision talks about access to quality education---that learning
institutions should consider the special needs of learners with
disabilities in terms of facilities, class schedule as, physical education
requirement and other related matters.

2.Sec. 32 of CHED Memorandum 09, s. 2013 on Enhanced policies

and guidelines on student affairs and services ‘which states that higher
education institution should ensure that academic accommodation is
made available to persons with disabilities and learners with special
needs.
 ACCOMMODATING SPECIAL
NEEDS

❑ Teacher need to be sensitive to the needs of student. Certain accommodations

must be given especially for those who are physically or mentally challenged.
Example:
For students with documented learning disabilities who are slow in reading, analyzing
and responding to test questions, the teacher can offer extended time to complete
the test.
5 CATEGORIES OF ACCOMMODATION
Accdg to (Thurlow, Mcgrew, Tindal, Thompson and Ysseldyke
1.Presentation ( repeat directions, read aloud, use large print, braille)
2.Response ( mark answers in test booklet, permit responses via digital recorder or
computer reference materials like dictionary
3.Setting ( study carrel, separate room, preferential seating, individualized or small
group, special lightning0
4.Timing ( extended time, frequent breaks, unlimited time)
5.Scheduling ( specific time of day, subtests in different order )
 ACCOMMODATING SPECIAL
NEEDS

THREE IMPORTANT ELEMENTS OF ACCOMMODATION

1. NATURE AND EXTENT OF THE LEARNER’S DISABILITY

Accommodation is dictated by the type and degree of disability
possessed by the learner
Example
A learner with moderate visual impairment would need a larger
print edition of the assessment or special lightning condition
 ACCOMMODATING SPECIAL
NEEDS

2. TYPE AND FORMAT OF ASSESSMENT

- Accommodation is matched to the type and format of assessment
given
- Accommodations vary depending on the length of the assessment ,
the time allotted, mode of response, etc.

3.COMPETENCY AND CONTENT BEING ASSESSED

- An accommodation does not alter the level of performance or
content the assessment measures.
 RELEVANCE

Assessment should be set in a context that students will find purposeful.

CRITERIA FOR ACHIEVING QUALITY ASSESSMENT

( KILLEN 2000)
1.ASSESSMENT SHOULD REFLECT THE KNOWLEDGE AND SKILLS THAT
ARE MOST IMPORTANT FOR STUDENTS TO LEARN.

-Assessment should not include irrelevant and trivial content. Instead, It measure
learners higher order abilities such as critical thinking, problem solving, and
creativity which are 21st century kills

-Teachers are reminded that when aiming for high levels of performance, assessment
should not curtail student’s sense of creativity and personality in their work. Rather, it
should foster initiative and innovation among students
 RELEVANCE

2.ASSESSMENT SHOULD SUPPORT EVERY STUDENT’S TO LEARN

THINGS THAT ARE IMPORTANT

-Assessment must provide genuine opportunities for student to show

what they have learned and encourage reflective thinking. Example
using Ogie’s KWL (KNOW-WANT- LEARN) chart as learning and
assessment tool.

3.ASSESSMENT SHOULD TELL TEACHERS AND INDIVIDUAL

STUDENTS SOMETHING THAT THEY DO NOT ALREADY KNOW.

-Assessment should stretch student’s ability and understanding assessment

tasks should allow them to apply their knowledge in new situations.
 ETHICAL ISSUES

There are times when assessment is not called for.

Example:
1. Asking pupils to answer like their sexuality or problems in the
family are unwarranted especially without the consent of the
parents. Grades and reports of teachers generated from using
invalid and unreliable test instruments are unjust. Resulting
interpretations are inaccurate and misleading

2. In testing (research) that may arise include possible harm to the

participants; deception in regard to the purpose and use of the
assessment; and temptation to assist students in answering tests or
responding surveys.
THANK YOU