Assessing Ethical Capability: A Framework for Supporting Teacher Judgement of Student Proficiency

Autor/in	Reeves, Benjamin
Titel	Assessing Ethical Capability: A Framework for Supporting Teacher Judgement of Student Proficiency
Quelle	In: Australian Educational Researcher, 49 (2022) 4, S.779-804 (26 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Reeves, Benjamin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0311-6999
DOI	10.1007/s13384-021-00442-y
Schlagwörter	Ethics; Guidelines; Criterion Referenced Tests; National Curriculum; Academic Achievement; Student Evaluation; Special Education Teachers; Scoring Rubrics; Teacher Workshops; Evaluation Methods; Teacher Attitudes; Decision Making; Curriculum Development; Foreign Countries; Australia + Suchen Sie Ihr Suchwort? Ethik; Richtlinien; Schulleistung; Schulnote; Studentische Bewertung; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Scoring formulas; Auswertungsbogen; Lehrerverhalten; Decision-making; Entscheidungsfindung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Ausland; Australien
Abstract	Ethical capability is one of a suite of broad competencies that are recent inclusions in national and state curricula in Australia. Problems arise in how to support teachers to assess student progress in complex skill areas. Using methodology derived from the work of Griffin, this study investigated whether a criterion-referenced assessment framework, in the form of rubrics and a learning progression, could be developed for the construct of Ethical Decision-Making (EDM). Firstly, the domain of ethical competency was critically interrogated by examining curriculum documents, educational models, and empirical research into moral development. A construct of EDM and a derived skills framework were then presented to an expert panel of teachers. Over the course of two workshops, the panel critically reviewed the framework and co-constructed a set of rubrics. In a final iteration, the rubrics formed the basis for developing a hypothetical learning progression. Further research would be required to determine whether these assessment materials are useful to support teacher judgement about student progress and curriculum planning. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01