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Assessing teacher ethical dilemmas in classroom evaluation Pope, N., Green, S., Johnson, R., & Mitchell, M. (2009). Examining teacher ethical issues in classroom examination. Teaching and Teacher Education, 25 (5), 778-782. Précis Pope, Green, Johnson, and Mitchell (2009) indicate that we need additional discussion and research around integrity and evaluation in the classroom. Many ethic dilemmas are faced by teachers nonetheless little has been investigated about integrity and assessment. Teachers invest one third of the time in assessment related tasks and do this without the apparent guidelines of the ethical dilemmas involved. There's a need for pre-service teachers to take instruction and discussion around ethical conflicts and problem around assessment as it seems that ethical justification doesn't develop at work. The group analysis of in support teachers highlighted the dilemmas around integrity and evaluation. In discussing a situation where there is no right or wrong responses teacher responses were grouped according to two fundamentals of 'do no harm' and 'score pollution'. Although responses varied significantly, score pollution rated highest with institutional requirements vs. students needs to be the greatest concern around conflicting elements. Ethical conflict based about institutional expectancy is described as inevitable, as institutions deal with the subjective and teachers deal with the person. Within Institutional demands teachers see ethical battle where rules in the governing body do not match with what the educators sees as fulfilling the need of the pupil. As demands of large-scale assessment increase so does the focus on the practice. Students will need to be the priority along with teacher's lack formal training. Research, cle...