A Comparative Mixed-Methods Study of In-Service Teachers' Ethical Judgment About Student Assessment Practices

• In Event: Sustainable Feedback Literacy, Teachers' Judgments About Student Assessment, and Teachers' Views on Student Self-Assessment

Abstract

The current study was conducted to investigate ethical judgments of K-12 in-service teachers in the United States and China using twenty scenarios that described teachers’ behaviors in student assessment practices. Participants included 130 teachers from the United States and 161 teachers from China. They complete a survey questionnaire to provide ethical judgments of scenarios (quantitative data) and explain their reasoning (qualitative data). Logistic regression and coding results indicated that respondents in two different cultures had different opinions on more than half of the scenarios. The awareness of cultural differences in making ethical judgments in assessment needs to be raised. We recommend discussions of cultural issues in assessment related professional development session for in-service teachers.

Authors

• Jin Liu, University of South Carolina - Columbia

• Ning Jiang, University of South Carolina - Columbia

• Xumei Fan, University of Northern Iowa

• Suzy Hardie, University of South Carolina