Disparities in Judgment: A Case of Concern in Testing and Assessment

Autor/in	Davis, Derrick D.
Titel	Disparities in Judgment: A Case of Concern in Testing and Assessment
Quelle	In: Alabama Journal of Educational Leadership, 8 (2021), S.61-80 (20 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2473-8115
Schlagwörter	Student Evaluation; Evaluative Thinking; Elementary School Teachers; Secondary School Teachers; Ethics; Evaluation Methods; Teacher Attitudes; Standardized Tests; Test Construction; Achievement Tests; Testing; Grading; Test Bias; Confidentiality; Alabama + Suchen Sie Ihr Suchwort? Schulnote; Studentische Bewertung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Ethik; Lehrerverhalten; Standadised tests; Standardisierter Test; Testaufbau; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Notengebung; Testkritik
Abstract	Without question, faculty (regardless of discipline) should be equipped with the necessary skills to assess students fairly and ethically. This study focuses on the central and prevailing importance of faculty judgment and how that judgment (or lack thereof) influences perceptions related to ethics and assessment of students. The study outlines the results from a scenario-based survey (adopted by Green, Johnson, Kim & Pope, 2007). The survey was given to in-service teachers across a K12 school district and measures whether or not teachers either strongly agreed or strongly disagreed when requested to judge the ethics of various assessment practices presented. Findings revealed that sharp divisions exist among educators related to assessing whether something is or is not an ethical assessment practice. (As Provided).
Anmerkungen	Alabama Association of Professors of Educational Administration. P.O. Box 8368, Dothan, AL 36304. Tel: 334-983-6556 ext. 1-350; Fax: 334-556-1053; Web site: https://sites.google.com/site/aapelorg/home
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01