The Ethics of Assessments in the Classroom

Pope, N, Green, S, Johnson, R Mitchell, M. Checking the moral dilemma of faculty in classroom evaluation. (2009). I will examine the teacher 's ethical dilemma in classroom evaluation. Education and teacher education, 25 (5), 778-782. PrécisPope, Green, Johnson, and Mitchell (2009) suggest that we need to do further research and discussion on ethics and assessment in the classroom. Teachers are facing many moral dilemmas, but rarely have done research on ethics and assessment. Teachers spend a third of their time evaluating related activities and there are no clear guidelines for ethical dilemmas.

According to the definition of classroom evaluation (2.2), classroom evaluation can be used as a tool for faculty to collect data related to learner's needs, abilities, knowledge, understanding, and classroom performance. This means that teachers play a major role in the class evaluation process, effectively enhancing learning assessment, and making it aware of other stakeholders (parents, other teachers, learners themselves, the importance of school authorities). In this section, we explain the function of classroom evaluation in formative evaluation and summary evaluation, especially evaluation of learning, by reviewing the literature on the formative evaluation and the role of summary evaluation in the class.

Classroom-based assessment is an important part of Washington's statewide comprehensive rating system. Teachers usually do comprehensive, temporary and formative evaluation in the classroom. Classroom-based formative evaluation is closely related to education and learning, so they are most likely to improve student learning. Class evaluation can be developed, selected, or adjusted through existing evaluation of the teacher. Information for teaching assessment is used by teachers, but it can be aggregated between school and school district. Detailed explanation and review of the plan to collect and compile classroom evaluation information is necessary. As with all the components of the evaluation system, considerable pre-job training and on-the-job vocational skill development are required to evaluate in the classroom.

To develop, implement and interpret information from classroom evaluation requires a lot of skills and experience that classroom teachers have not developed yet. Therefore, effective development and use of classroom evaluation requires substantial expertise development efforts. Detailed information on teacher and regional consultant's evaluation and education related abilities will be presented in subsequent sections directed to professional development work required for an effective comprehensive evaluation system (p. 20). Professional development of classroom evaluation skills should focus on evaluation methods reflecting the best characteristics of learning assessment, guidance support, and the above formative evaluation. The focus should be on helping teachers learn to correctly interpret the results of class evaluation.