Ethical Use of Classroom Assessment: Self-Reflective Study
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To date few studies have been conducted on language teachers’ assessment practices in university since they are given almost almighty authorities in the assessment process as well as instruction. Potential threats to the ethical/fair use of classroom assessments are easily foreseen in this society. The present study looked into an English teacher’ assessment practice (assignments and tests) to identify unethical uses of classroom assessment in a college course. The study took a self-reflective research method with data collected from focus-group interviews, self-teacher journal entries, and class observation under the framework of critical language testing (CLT). Major research findings were: (1) students raised a concern over self-assessment as a reliable source of assessment, (2) scoring criteria were not clear for a group article summary assignment and (3) too heavy a portion was given to final exam. It was concluded that the involvement and active participation of students was possible and essential for ethical uses of classroom assessment. Further, students’ overall evaluation of their teacher’s current assessment practice played a major role in challenging the assumptions of each assessment component and its negative consequences on their learning. Classroom implications were also discussed at the end.
Abstract
To date few studies have been conducted on language teachers’ assessment practices in university since they are given almost almighty authorities in the assessment process as well as instruction. Potential threats to the ethical/fair use of classroom assessments are easily foreseen in this society. The present study looked into an English teacher’ assessment practice (assignments and tests) to identify unethical uses of classroom assessment in a college course. The study took a self-reflective research method with data collected from focus-group interviews, self-teacher journal entries, and class observation under the framework of critical language testing (CLT). Major research findings were: (1) students raised a concern over self-assessment as a reliable source of assessment, (2) scoring criteria were not clear for a group article summary assignment and (3) too heavy a portion was given to final exam. It was concluded that the involvement and active participation of students was possible and essential for ethical uses of classroom assessment. Further, students’ overall evaluation of their teacher’s current assessment practice played a major role in challenging the assumptions of each assessment component and its negative consequences on their learning. Classroom implications were also discussed at the end.
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