|
|
A Comparative Study of Pre-Service Teachers’ Views on Ethical Issues in Classroom Assessment in China and the United States |
Xumei FAN1(), Robert JOHNSON2, Jin LIU3, Tiejun ZHANG4, Xuegang ZHANG5, Xiumei LIU6 |
1. Department of Educational Studies, University of South Carolina, Columbia, SC 29208, USA 2. Department of Educational Studies, University of South Carolina, Columbia, SC 29208, USA 3. Department of Educational Studies, University of South Carolina, Columbia, SC 29208, USA 4. Department of Educational Studies, University of South Carolina, Columbia, SC 29208, USA 5. Department of English, Qingdao University, Qingdao 266071, China 6. School of Law and Humanities, China University of Mining and Technology, Beijing 100083, China |
|
|
Abstract The purpose of this study was to compare pre-service teachers’ views of ethical issues in assessment practices in the US and China. Focus group interviews were conducted among 16 pre-service teachers from the US and 15 pre-service teachers from China. Results indicated that the inclusion of effort in grading is a key issue for the pre-service teachers in both the US and China. American pre-service teachers have more consistent views with experts regarding using multiple assessment methods and communications about grading. Pre-service teachers in both countries appeared to have consistent views with experts regarding the confidentiality and standardized test preparation. The findings of this study can help build guidelines regarding ethical issues in classroom assessment.
|
Keywords
pre-service teachers
ethical issues
classroom assessment
focus groups
|
Issue Date: 05 July 2019
|
|
|
Viewed |
|
|
|
Full text
|
|
|
|
|
Abstract
|
|
|
|
|
Cited |
|
|
|
|
|
Shared |
|
|
|
|
|
Discussed |
|
|
|
|