H

OUTLINE:
❑ Ethics
❑ Overview
❑ Knowledge of Learning Targets
and Assessments
❑ Opportunity to Learn
❑ Pre-requisite Knowledge and Skills
❑ Avoiding Stereotyping
❑ Avoiding Bias in Assessment
Tasks and Procedures
❑ Accommodating Special Needs
❑ Relevance
❑ Ethical Issues
✓ Are well founded standards that make
the actions right and wrong.
- Google

✓ Responsibility to make decisions using

the most valid and reliable
information possible.
- Russell & Airasian 2012
➢ This chapter centers on ethical
issues and responsibilities of
teachers in the assessment process.

➢ By and large, teachers are

accountable in ensuring that their
assessments are valid and reliable.
 Students Knowledge of Learning
Targets and Assessments

Aspect of fairness that speaks about

Transparency.

✓ Transparency – Defined as disclosure of information to students

about assessment.
This includes:
o What learning outcomes are to be assessed and evaluated?
o Assessment methods and formats
o Weighting of items
o Allocated time in completing the assessment
o Grading criteria or rubric

Through this, students can adequately prepare

and recognize the importance of assessment.
 In regards to the written tests, it is important that
students know the content and the scoring idea of tests.

As for performance assessments, the criteria should

be divulged prior to assessment so that students will know
what the teacher is looking for in the actual performance or
product.

For product based assessment, it would be

instrumental if teachers provide of a sample work done by
previous students.
But...
What about for unannounced assessments?

Graham's (1999)
Study revealed that unannounced quizzes raised test scores of mid-
range undergraduate students and majority of students in his sample claimed
to appreciate the use of quizzes.
He also found out that unannounced quizzes motivated students to
distribute their learning evenly and encouraged them to read materials in
advance.

Kamuche (2007)
Reported that unannounced quizzes showed better academic
performance than the control group with announced quizzes.
We could not discount the possibility that pop quizzes generate
anxiety among students.

Graham (cited by Kamuche, 2007)

Stated that unannounced quizzes tend to increase the examination
tension and stress, and did not offer a fair examination.
Another concern is …

Test taking skills

All students should be familiar with the test-taking skills and
strategies before they take an assessment.

Some students may be good in answering multiple choice test items

than other students.

Test-taking skills and Strategies:

o Reading the directions carefully.

o Previewing the test
o Answering easy item first
o Reading the stem and all the options before selecting an answer
o Marking vital information in the stem
o Eliminating alternatives
o Managing test time effectively
 Opportunity to Learn

There are teachers who are forced to give reading

assignments because of the breadth of content that has to be
covered in addition to limited or lost classroom time.

Students may be put to disadvantage because they were

not given ample resources and time to sufficiently assimilate the
material.

McMillan (2007)
o Asserted that fair assessment provides adequate time and
opportunities for all students to learn.

o Extra time would be advisable.

 Prerequisite Knowledge and Skills

Students may perform poorly in an assessment

if they do not posses background knowledge and
skills.

Example :

Suppose a grade one pupils were taught about writing an

essay. Although they know the meaning of writing and essay,
they will not be able to develop a schema if they are not able
to connect new information with previous information.
To address gaps in students' knowledge and skills:

✓ Teacher must identify early on the prerequisite skills

necessary for completing an assessment.

✓ Teacher can analyze the assessment items and procedures and

determine the pieces of knowledge and skills required to
answer them.

✓ Teachers can administer a prior knowledge assessment.

✓ Teachers may also recommend reading materials and advice

students to attend supplemental instruction session when
possible.
 $
Avoiding Stereotyping
EXAMPLES:
• A generalization of a group of people based on
inconclusive observations of a small sample of
Definition this group is called STEREOTYPING.
1. An education student may believe that since the
education program is dominated by females. They
• Common
are better kind are: racial,
off as teachers thansexual,
males.and gender
remarks.
Kinds
2. Foreigners would regard to Filipinos as hospitable
and hardworking individuals,
• And are caused but wejudgments
by preconceived are also- It
stereotyped
Cause
mayas domestic
either helpers
be positive and caregivers.
or negative
 Stereotype Threat
EXAMPLES: Claims that people who are
challenged in areas they deem
1. A male student who wasimportant
told like intellectual ability,
or the fear of males
that arenegative
confirming
academically inferior instereotypes
English may feel them
can cause a certain
to
level of anxiety, and thefalter in their actual test
negative
performance. expectation may
cause him to underperform in the assessment.
Steele & Aronson 1995

2. A transferred student from province was assumed to

have low comprehension because of his ethnicity -
resulting for him
Stereotypes to decline in performing his macro
can
skillsaffect
suchstudents’
as: reading and speaking.
performance in
examinations.
 Psycho – educational Assessment to
Alleviate Stereotype Threats:
- Jordan & Lovett 2006
Be careful in asking questions

Place measures of maximal performance at the

beginning before less formal self – report activities

Do not describe tests as diagnostic of

intellectual capacity

Determine if there are mediators of stereotype

threat that affects test performance

Consider possibility of stereotype threat

 Avoiding Bias in Assessment
Tasks and Procedures

Bias Fairness
Favor of or Demands that ALL
against someone learners are given
EQUAL chances to
do well and get
good assessment
 Substantial
variation in
assessment
Two
scoresForms
between
Offensiveness
student groups is
Unfair
of Example:
called DISPARATE When Penalization
Assessment test-takers
IMPACT. Example:
Suppose
get the subject
distracted or is Filipino and
Bias the
An essay
upset class
aboutabout
has
how foreign
female students,
Harms teenagers
student
an individual
should
having athey or mixed
relationship
be with opposite
native
performance
a group
speakers
sex at a youngis
in class? duethetocause
age Should
as test items
test for
portrayed in the content.
be
increase
constructed
test. of earlywith
pregnancy.
purely Filipino
words?
 To avoid bias during instruction;
teachers should be sensitive towards bias.

Teachers can have their tests

reviewed by colleagues to remove offensive
words or items.

Judgmental Approach – panelists determines

if items might offend or unfairly penalize test-
takers.
Empirical Approach – assessment may be pilot
– tested.
 Accommodating Special Needs

Teachers need to be sensitive to

the needs of students – especially for those
who are physically or mentally challenged.

Higher
Access education
to quality institutions
education – thatshould ensure
learning that
institutions
academic
should accommodation
consider the specialisneeds
madeofavailable to
challenged
challenged
students persons
in terms and learners with
of: facilities, classspecial needs.
schedules,
physical education requirements, and other related
CHED Memo 09, s. 2013, Sec. 32
matters.
R.A. 7277, Sec. 12
A Is not giving advantage to challenged
C learners, but rather allowing them to
C demonstrate their knowledge on assessment
without hindrances from their disability.
O
M
M Categories:
O - Presentation - Timing
D - Response - Scheduling
A - Setting
T Elements:
I - Nature and Extent of Learners disability
O - Type and format of assessment
N - Competency and Content being assessed
Relevance
1.
Assessment 2.
should reflect
the knowledge Assessment 3.
and skills that should support
are most every students’ Assessment
important for opportunity to should tell
students to learn things that teachers and
learn. are important. individual
students
something that
they do not
already know.
 Confidentiality of results

Deception in regard to the

Ethical Issues purpose and use of
assessment

Temptation to assist the

students in answering tests
or responding to survey