A Comparison of Assessment Experts' and Educators' Perspectives on Ethics Issues in Classroom Assessment

• In Event: Marriott Roundtable Session 44
  In Roundtable Session: Conceptual and Empircal Advances in Classroom Assessment

Abstract

Educators’ perceptions about ethical assessment practices are not necessarily consistent with textbook authors’ positions about appropriate assessment. The purpose of this review study is to investigate the similarities and differences in the perspectives between experts who authored classroom assessment texts, and educators, including pre-service teachers, in-service teachers, and educational leaders. Fourteen scenarios that shared the same focus across three published articles were selected for discussion. Nineteen books were included to present a comprehensive view of experts’ perceptions. The results showed experts and respondents shared similar views for 5 out of the 14 scenarios. This study can prompt a closer examination of assessment practices and benefit the professional development of educators and the training of pre-service teachers.

Authors

• Jin Liu, University of South Carolina - Columbia

• Robert L. Johnson, University of South Carolina

• Xumei Fan, University of Northern Iowa

• Ruiqin Gao, University of South Carolina - Columbia