Ethics in assessment
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The document discusses ethics in assessment and outlines four key points: 1. Learning outcomes related to ethics can be conceptualized in different ways, such as complementary, translation, or enabling orientations. 2. The assessment of ethics involves articulating learning outcomes and selecting appropriate assessment methods. 3. It also involves determining the basis for making judgements about students' achievement. 4. Finally, it involves considering students' role in the assessment process.
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Ethics in Assessment
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There are some situations where assessment may not be appropriate:
1) Asking elementary students sensitive personal questions without parental consent.
2) Using tests to evaluate students' mental abilities when the validity and reliability of the instrument are unknown.
3) Requiring students to disclose private sexual fantasies.
The document also discusses ethical issues around assessment, including maintaining confidentiality of results, avoiding deception unless justified, and not assisting certain students during testing.Assessment lecture1
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1. Recommended curriculum refers to curricula proposed by scholars and organizations.
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This document presents a comprehensive overview of authentic assessment, emphasizing its role in evaluating students through real-world tasks that demonstrate the meaningful application of knowledge and skills. It compares traditional and authentic assessments, introduces non-test assessment methods, and highlights the importance of transversal competencies and 21st-century skills. Drawing from educational theorists and DepEd guidelines, it offers practical frameworks such as GRASPS and outlines essential features and guidelines for implementing effective performance-based assessments in contemporary classrooms.
Ethics of activity
Ethics of activitySafdarAli782850
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This document discusses the importance of teaching ethics to students. It begins by defining ethics and explaining that ethics involve determining moral standards for behavior. While ethical views can differ depending on culture and beliefs, teaching ethics to students focuses on evaluating ethical standards and responding to violations. Studying ethics allows students to critically think about different opinions and perspectives in a safe environment before making real-world decisions. It then outlines different types of ethics, including metaethics (the nature of morality), normative ethics (theories of right and wrong behavior), and applied ethics (analysis of specific moral issues). The document emphasizes that teaching ethics is important as it exposes students to new viewpoints, develops critical thinking skills, and prepares them for success after graduation byEthics[2]
Ethics[2]guest2b32b2e
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The document discusses several key aspects of ethical decision making and leadership in education. It emphasizes building trust through open communication, developing interpersonal skills to communicate effectively with all stakeholders, and creating an environment of care. It also stresses the importance of having codes of ethics to guide behavior, maintaining confidentiality and integrity, and avoiding unjustified favoritism to prevent dissension.1 Week 3 The impact of personal and cultural
1 Week 3 The impact of personal and cultural VannaJoy20
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The document explores the impact of personal and cultural values in educational contexts, emphasizing that educators must reflect on their own values to effectively teach and influence their students. It discusses how both individual beliefs and broader cultural values shape educational practices and the moral development of students. The text further raises questions about the significance of reflective practices in enhancing human flourishing and the relationship between teaching, ethics, and personal growth.UNIT- I Human values.pptx
UNIT- I Human values.pptxSivakumarG52
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This document discusses key concepts related to professional ethics in engineering including human values, morals, ethics, virtues, integrity, and work ethics. It defines these terms and discusses how they relate to each other. Some main points made are:
- Human values like honesty, fairness and care form the foundation for society. They are taught through families, schools and communities.
- Morals concern principles of right and wrong behavior based on lessons learned. Ethics deal with how moral values guide actions, especially professionally.
- Virtues are desirable character traits like honesty and compassion. Civic virtues involve moral duties and rights as a citizen.
- Integrity means adhering to a moral code and being true to oneCreative and critical approaches to teaching students to think ethically: phr...
Creative and critical approaches to teaching students to think ethically: phr...The Higher Education Academy
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Ethics in assessment
- 1. Ethics in Assessment The assessment of ethics Embedding ethics in assessment involves decision-making in ways appropriate to a particular educational context or situation. These decisions involve the selection and articulation of learning outcomes, the ways in which students will provide evidence of their achievement of the learning objectives, the basis of assessment judgements and the ways in which students will be involved in the assessment process.
- 2. Learning outcomes related to ethics Learning outcomes related to ethics One of the key problems in articulating ethics learning outcomes is that graduate attributes both collectively and individually may be conceptualised in quite different ways. Barries (2006) research identified four distinct orientations to graduate attributes. While the first, precursory, can be discounted as having any relevance to this discussion, the remaining three suggest possible alternatives for framing the outcomes of a curriculum with explicit attention to the development of ethics
- 3. Complementary a generic skill set that is separate from and secondary to the learning of disciplinary knowledge: complementary to but not altering or interacting with disciplinary knowledge in any way. Translation an ability to translate or apply disciplinary knowledge: closely connected with and shaped by the parallel discipline learning outcomes so not generic but characteristic of particular disciplines and allowing the application of discipline knowledge in the real world. Enabling - abilities that transcend disciplinary boundaries though initially developed within a disciplinary context; enable students to reshape and transform knowledge to meet new challenges in contexts far removed from that of the original discipline; intellectual and personal attributes that are the keys to enquiry and learning in many aspects of life, not just formal study.1
- 4. The assessment of ethics involves (1) articulation of learning outcomes, (2) the selection of assessment methods (3) the basis for judgements and (4) the role of students in the assessment process.