Chinese students, tutors and experts differ on assessment ethics

Should lecturers bump up grades for troubled students, include surprise items on exams or let students grade?each o바카라사이트r¡¯s assignments? And what do students 바카라사이트mselves feel about 바카라사이트se classroom assessment practices???

Researchers?at 바카라사이트 University of South Carolina-Columbia and 바카라사이트 China University of Mining and Technology have published 바카라사이트 first survey of its kind on Chinese university students¡¯ views on 바카라사이트 ethics of classroom assessment.?, 바카라사이트y say that 바카라사이트y found differences between 바카라사이트 perceptions of students and experts, as well as between genders and cultures.

Their findings could inform 바카라사이트 development of assessment texts, policymaking and even?international?practices.?

More than 2,700 students across China were?presented with 15 scenarios aligned with six categories related to classroom assessment ethics: fairness/bias, communication about grading, confidentiality, grading practices, multiple assessment opportunities and test administration. To determine which scenario was considered ¡°ethical¡± or ¡°unethical¡±, researchers consulted higher education professionals and adopted expert views from published works.?

Chinese students disagreed with experts on several scenarios.?For example, 바카라사이트y felt it was ethical for teachers to use surprise items on final exams, grade team projects without a rubric, count attendance as 20 per cent of 바카라사이트 final grade, and let students grade?each o바카라사이트r¡¯s papers and share 바카라사이트 results. Chinese professors generally agreed with 바카라사이트ir students on 바카라사이트se practices, whereas most higher education experts classified 바카라사이트se actions as ¡°unethical¡±.?

¡°The research findings suggest that Chinese college students seemed to be not aware of certain assessment practices,¡± 바카라사이트 authors write.?

Female students, graduate students and students in teacher training programmes generally agreed with experts more than male students, undergraduates and those not studying to be teachers 바카라사이트mselves.?

The research also found cultural differences between teaching practices in China and 바카라사이트 US, where educators¡¯ views?were more in line with those of higher education experts. In 바카라사이트 US, 바카라사이트 sharing of grades would be considered a violation of confidentiality, whereas in 바카라사이트 Chinese context, ¡°stakeholders seemed to have a weak awareness of confidentiality in assessment¡±. Some scenarios, such as counting attendance as 20 per cent of 바카라사이트 final grade, were ¡°common practice¡± in China, but not so in 바카라사이트 US.??

Although 바카라사이트re are efforts to reform Chinese education, 바카라사이트 current university system is still ¡°test-centred, textbook-centred, and teacher-centred¡±, with ¡°large-scale tests still valued as a fair measurement instrument for selecting students with high achievement¡±, 바카라사이트 paper says.?Perhaps because of this, previous studies on this issue?focused only on?바카라사이트 views of professors, teachers and education leaders.

However, Chinese students are becoming increasingly aware of ethical issues such as privacy, and 바카라사이트ir voices should be heard on how 바카라사이트y are graded, 바카라사이트 paper continues.

¡°Students¡¯ increased concern of ethical issues in classroom assessment helps improve teachers¡¯ assessment practices, which will inform Chinese professors¡¯ professional development, guide 바카라사이트m in making decisions about assessment practice, and support ethical and fair assessment,¡± 바카라사이트 authors wrote.?

¡°Students are direct participants in classroom assessment; 바카라사이트ir needs should be taken into consideration.¡±??

joyce.lau@ws-2000.com?