A Comparative Study of Preservice Teachers’ Perceptions About Ethics in Classroom Assessment

• In Event: Roundtable Session 16
  In Roundtable Session: Exploring Teacher Perceptions, Classroom Assessment Practice, and Implications for Achievement

Abstract

The purpose of this study was to investigate the conceptions of pre service teachers in the United States and China about the ethics of classroom assessment practices. In our investigation, we developed thirty-six scenarios that described teachers’ actions or thoughts related to the ethicality of assessment practices. Participants were 173 pre-service teachers in the U.S. and 174 pre-service teachers in China. Results indicated that respondents had different opinions on more than half of the scenarios. Cultural difference did account for differences in labeling an assessment practice as ethical or unethical. The study will help to inform educators about pre-service teachers’ conceptions about ethics issues and offer suggestions for curriculum development in both cultures.

Authors

• Jin Liu, University of South Carolina - Columbia

• Robert L. Johnson, University of South Carolina

• Xumei Fan, University of South Carolina