CHAPTER 6:
ETHICS
Learning Objectives
At the end of our discussion, the students will be able
to:
● Know the relevance and roles of assessment.
● Elaborate the responsibilities of the teacher in
assessment process.
● Recommend actions to observe ethical standards in
testing.
Teachers are accountable in
ensuring that their assessments are
valid and reliable. Validity and
reliability are aspects of fairness.
Fairness is an ethical value. Other
aspects of fairness includes;
(1) Student’s knowledge of learning targets and
assessment
(2) Opportunity to learn
(3) Prerequisite knowledge and skills
(4) Avoiding student stereotyping
(5) Avoing bias in assessment task and procedures
and;
(6) accommodating special needs.
STUDENT’S KNOWLEDGE OF LEARNING
TARGETS AND ASSESSMENT
This aspect of fairness speaks of transparency. Transparency
is define here as disclosure of information to students about
assessment. This includes what learning outcomes are to be
assessed and evaluated, assessment methods and formats,
weighting of items, allocated time in completing the
assessment and grading criteria or rubric.
OPPORTUNITY TO LEARN
There are teachers who are forced to give reading
assignments because of the breadth content that has to be
covered in addition to limited or lost classroom time. Then,
there is little instruction that follows. This would certainly
put students to a disadvantage because they were given
ample time and resources to sufficiently assimilate the
material. They are being penalized lack of opportunity
PREREQUISITE KNOWLEDGE AND
SKILLS
Students may perform poorly in an assessment if they do
not possess background knowledge and skills. Suppose
grade school pupils were taught about inverse
proportion. Even if they memorize the meaning of
proportion, they would not be able to develop a schema
if they are not able to con new information with
previous knowledge.
AVOIDING STUDENT STEREOTYPING
A stereotype is a generalization of a group of people based
on inconclusive observations of a ring the small sample
of this group. Common stereotypes are racial, sexual and
gender remarks. Stereotyping is caused by preconceived
judgments of people one comes in contact with which are
sometimes unintended. It is different from discrimination
which involves acting out one's prejudicial opinions.
AVOIDING BIAS IN ASSESSMENT TASKS
AND PROCEDURES
Bias is a tendency to prefer one person or thing to
another, and to favour that person or thing.
Assessment must be free from bias. Fairness
demands that all learners are given equal chances
to do well (from task) and get good assessment
(from rater).
There are two forms of assessment
bias:
1. OFFENSIVENESS
2. UNFAIR PENALIZATION
OFFENSIVENESS
Takers get distressed, upset or
distracted about how a particular
group is portrayed in the test.
UNFAIR PENALIZATION
Harms students due to test content, not because
the items are offensive but rather the content
cater to some particular groups from the same
economic class, gender, race etc., leaving other
groups at loss or disadvantage.
ACCOMMODATING
SPECIAL NEEDS
Teachers need to be sensitive to the needs of
students. Certain accommodations must be given
especially for those who are physically or
mentally challenged.
LEGAL BASIS FOR
ACCOMODATION
Sec. 12 of Republic Act 7277
Sec. 32 of CHED Memorandum 09, s. 2013
Accommodations
can be placed in
one of six
categories:
1. Presentation (repeat directions, read aloud, use
large print, braille)
2. Response (mark answers in test booklet, permit
responses via digital recorder or computer)
3. Setting (study carrel, separate room, preferential
seating, individualized or small group)
4. Timing (extended time, frequent breaks, unlimited time)
5. Scheduling (specific time of day, subtests in different
order, administer test in several timed sessions)
6. Others (special test preparation techniques and out-of-
level tests)
To ensure theappropriateness of the
accommodation supplied, it should take
into account three important elements:
1. Nature and extent of the learners disability
2. Type and format of assessment
3. Competency and content being assessed
RELEVANCE
"Assessment should reflect the
knowledge and skills that are
most important for students to
learn."
"Assessment should support every
student's opportunity to learn things
that are important."
"Assessment should tell teachers
and individual students something
that they do not already know."
THANK
YOU!
1. Defined as disclosure of information to
students about assessments.
A. Transparency
B. Bias
C. Stereotypes
2. The following are aspects of fairness
except one
A. Opportunity to learn
B. Accommodating special needs
C. Testing skills
3. It is a generalization of a group of people
based on inconclusive observation of a
small sample of this group.
A. Prejudice
B. Stereotypes
C. Biases
4. A form of bias that test-takers get
distressed, upset or distracted about how an
individual or a particular group is portrayed in
the test.
A. Offensiveness
B. Under penalization
C. Both A and B
5. The following are NOT the legal basis
of Accommodation for special needs
except.
A. Sec. 12 of Republic Act 7277
B. Sec. 12 of Republic Act 7727
C. Sec. 32 of CHED Memorandum 09, s.
2013
6. All students are given sufficient
opportunities to learn the knowledge or
skills being tested.
A. Opportunity to learn
B. Prerequisite Knowledge and Skills
C. Students’ Knowledge of Learning Targets
and Assessments
7-8. What are the two (2) forms of
assessment bias.
9-10. Give at least 2 aspects of
fairness.
