A Comparative Study of Pre-Service Teachers’ Views on Ethical Issues in Classroom Assessment in China and the United States

Fan, Xumei; Johnson, Robert L.; Liu, Jin; Zhang, Xuegang; Liu, Xiumei; Tie-jun, Zhang

doi:10.1007/s11516-019-0015-7

Cited by 10 publications

(11 citation statements)

References 16 publications

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“…Fan et. al [21] conducted a study that compared between the views of two focus groups of pre-service teachers from the US and china. The results indicated the inclusion of students' effort in using multiple assessment methods and grading during the field training of pre-service teachers focus groups in both the US and China.…”

Section: Field Trainingmentioning

confidence: 99%

The Influence of Field Training on Pre-service Teachers' Social Skills for Teaching

Sahlab¹,

Mukh²,

Mater³

et al. 2020

ujer

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Field training is valuable for improving pre-service teachers' teaching skills. It bridges the gap between theory and practice in real classroom environment. This study uses phenomenological qualitative approach to investigate the influence of field training courses on social skills in teaching. The study was carried out in the first semester of the 2019-2020 academic year with a total of six pre-service teachers participating in a field course for 10 weeks. The pre-service teachers came from two different colleges of teachers' training. We used purposive sampling to choose the students. After interviewing the participants and videoing their lessons, we transcribed the interviews and observations. We used thematic analysis to code, categorize and find patterns related to the development of social skills for teaching. The research results showed that pre-service teachers who practiced teaching during field training have improved their social skills in teaching as a result of three conditions (1) classroom management, (2) teaching strategies and (3) supervisor's assessment. Pedagogic supervisors need to focus on these three issues in order to provide a fruitful environment for pre-service teachers' professional development.

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Section: Field Trainingmentioning

confidence: 99%

The Influence of Field Training on Pre-service Teachers' Social Skills for Teaching

Sahlab¹,

Mukh²,

Mater³

et al. 2020

ujer

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“…This lack of consensus can be explained by the effect of cultural differences on students' perceptions of ethics in assessment (Liu et al, 2016 ). For example, previous studies of student teachers (e.g., Fan et al, 2019 ) have found high disagreement among Chinese and Americans about the ethicality of using a few surprise items in the test. Chinese teachers considered this item highly ethical (90%), while for Americans, it was reported as considerably low (33%).…”

Section: Introductionmentioning

confidence: 99%

“…It is acknowledged that assessment ethics is an integral part of teacher education (Bergman, 2018 ; Maxwell & Schwimmer, 2016 ). Unlike sizable published research on students’ perceptions of assessment in higher education, until recently, little has been written on student teachers’ perceptions of assessment ethics across university-based teacher education programs (Bergman, 2013 , 2018 ; Cirlan, 2017 ; Fan et al, 2019 ; Green et al, 2007 ; Liu et al, 2016 ). Teachers' assessment practices can largely influence students learning, student motivation, student engagement with course materials, and teachers' actual teaching (Aitken, 2012 ; Brookhart & Nitko, 2015; McMillan & Moore, 2020 ; White, 2009).…”

Section: Introductionmentioning

confidence: 99%

“…For instance, it has been found that good strategies teachers may employ to communicate about grading (Green et al, 2007 ; Pope et al, 2009 ), or respecting students in providing assessment feedback (standard assessment administration) (Bempechat et al, 2013 ; Colnerud, 2006 ; Ehrhardt et al, 2016 ; Horan & Myers, 2009 ), can largely improve student learning (Aitken, 2012 ) and their motivation (McMillan & Moore, 2020 ). Such assessment practices are perceived as ethical (Bergman, 2013 , 2018 , 2020; Cirlan, 2017 ; Fan et al, 2019 ; Liu et al, 2016 ; McGlory, 2013 ). Whereas using a few surprise items about topics that were not on the study guide (assessment development) (Brown & Harris, 2016 ; Green et al, 2007 ; Pope et al, 2009 ) or breaching the confidentiality and privacy of the students by publicizing the exam results (assessment communication) (Aitken, 2012 ) can hinder students' actual performance; hence considered as unethical.…”

Section: Introductionmentioning

confidence: 99%

“…A few studies have been reported to examine student teachers’ perceptions of ethical issues in assessment ( Bergman, 2013 , 2018 ; Cirlan, 2017 ; Fan et al, 2019 ; Liu et al, 2016 ; McGlory, 2013 ). Combined, these studies have utilized a series of scenarios of ethical assessment (Bergman, 2013 ; Bergman, 2018 ; Bergman, 2020; Cirlan, 2017 ; Fan et al, 2019 ; Liu et al, 2016 ; McGlory, 2013 ). However, as researchers admit (Liu et al, 2016 ), using a limited number of scenarios might only address some of the issues of assessment practices.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Exploring student teachers’ perceptions of assessment ethics across university-based teacher education programs in Iran

Bazvand¹

2023

Lang Test Asia

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It is acknowledged that assessment ethics is an integral part of teacher education. Unlike sizable published research on students' perceptions of assessment in higher education, very little is reported on student teachers' perceptions of assessment ethics across university-based teacher education programs. This study aimed to explore Teaching English as a Foreign Language (TEFL) student teachers’ perceptions of assessment ethics in the classroom. Qualitative (phone interview) data from 15 TEFL teacher candidates were collected and analyzed using thematic content analysis. Based on the informants' responses, three overarching issues in assessment ethics emerged and are namely related to (a) assessment development (i.e., content underrepresentation, one-dimensional assessment, surprise items), (b) assessment administration(i.e., time, noise, and inconsistency in educators' behaviors), and (c) assessment scoring and communication (i.e., lack of transparency in feedback provision' 'misalignment of grading practice,' and 'breaching confidentiality in grade communication'). Furthermore, it was revealed that assessment is, for a great part, teacher-initiated and summative-oriented. In light of these findings, this study can inform professional development programs on assessment in teacher education.

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A comparative mixed‐methods study of in‐service teachers' ethical judgment about student assessment practices

Liu,

Bon,

Fan

et al. 2024

Psychology in the Schools

Self Cite

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Few studies have been conducted to investigate the ethical perspectives of in‐service teachers on assessment issues cross‐culturally. The purpose of the study was to investigate the ethical judgment by in‐service teachers in the United States and China on twenty scenarios of student assessment practices. In the spring of 2020, 130 American teachers and 161 Chinese teachers completed a survey questionnaire on these assessment scenarios. The quantitative and qualitative results indicated that respondents had different ethical decisions in 9 out of 20 scenarios. Further analysis indicated that there was a high degree of similarities in ethical reasoning, and 10 scenarios with mixed reasoning indicated that certain sub‐themes were different. This study reveals that cultural differences are likely reflected in their ethical judgment when presented with certain assessment scenarios. The awareness of such differences should be raised by considering assessment, teaching, and learning together.

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A Comparative Study of Pre-Service Teachers’ Views on Ethical Issues in Classroom Assessment in China and the United States

Cited by 10 publications

References 16 publications

The Influence of Field Training on Pre-service Teachers' Social Skills for Teaching

The Influence of Field Training on Pre-service Teachers' Social Skills for Teaching

Exploring student teachers’ perceptions of assessment ethics across university-based teacher education programs in Iran

A comparative mixed‐methods study of in‐service teachers' ethical judgment about student assessment practices

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