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

IF 1.8 3区 心理学 Q3 PSYCHOLOGY, EDUCATIONAL
Jin Liu, Susan Bon, Xumei Fan, Suzy Hardie, Ruyi Ding
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Abstract

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.
混合方法比较研究在职教师对学生评价实践的道德判断
很少有研究调查在职教师对跨文化评价问题的伦理观。本研究旨在调查中美两国在职教师对二十种学生评价实践情景的伦理判断。2020 年春季,130 名美国教师和 161 名中国教师完成了关于这些评价情景的调查问卷。定量和定性结果表明,在 20 个情景中,受访者在 9 个情景中做出了不同的道德判断。进一步的分析表明,道德推理存在高度的相似性,10 个混合推理的情景表明某些子主题是不同的。本研究揭示了在面对某些评估情景时,文化差异很可能会反映在他们的道德判断中。应将评估、教学和学习结合起来考虑,提高对这种差异的认识。
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来源期刊
Psychology in the Schools
Psychology in the Schools PSYCHOLOGY, EDUCATIONAL-
CiteScore
3.00
自引率
5.00%
发文量
200
期刊介绍: Psychology in the Schools, which is published eight times per year, is a peer-reviewed journal devoted to research, opinion, and practice. The journal welcomes theoretical and applied manuscripts, focusing on the issues confronting school psychologists, teachers, counselors, administrators, and other personnel workers in schools and colleges, public and private organizations. Preferences will be given to manuscripts that clearly describe implications for the practitioner in the schools.
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