assessment and ethics ahe 2015_final
TRANSCRIPT
Assessing
Student
Learning: A
Source of
Ethical Concern
for Higher
Education
Teachers
Luc Desautels (Cégep régional de Lanaudière à
L’Assomption), Christiane Gohier (Université du
Québec à Montréal), France Jutras (Université de
Sherbrooke) and Philippe Chaubet (Université du
Québec à Montréal)
5th AHE Conference
June 2015
Main
Topic
s
Assessment, a fertile
ground for teacher’s
ethical concernsLiterature review
highlights Ways to understand and deal with these ethical issues Conclusion
Ass
ess
ment,
a f
ert
ile g
round f
or
teach
er’
s eth
ical c
once
rns Similar cases in our two
latest researches conducted with High
Education teachers (SSHRC
2006-2009 & 2010-2013)Well attested in other
studies elsewhere (Green,
Johnson, Kim & Pope, 2007; Pope, Green,
Johnson & Mitchell, 2009; Boon, 2011)
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ratu
re r
evi
ew
hig
hlig
hts
One of the most difficult teaching situations (Grisé & Trottier,
2002; Jeffrey, 2013)With serious consequences on students’ future (Jeffrey,
2012; Gosselin, 2010; Howe et
Ménard, 1993; Louis, 1999)
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evi
ew
hig
hlig
hts
An ethical responsibility (William Hill &
Zinsmeister, 2011)Where professional judgement is needed,
and not solely a «good
practices» reservoir
(Green and coll., 2007; Tirri, 2010)
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evi
ew
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hts
Alertness against possible biases
(Jeffrey, 2012, 2013; Durand &
Chouinard, 2012; Louis, 1999,
William Hill & Zinsmeister,
2011; Boon, 2011; Pope and
coll., 2009; Green and coll.,
2007)Grades should represent
learners’ attained levels
of academic achievement and nothing else (Sadler, 2010)
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ratu
re r
evi
ew
hig
hlig
hts
A standardized practice (CREPUQ, 1996; Louis,
1999; Suskie, 2004; Gosselin, 2010;
CEEC, 2012; Barlow, 2003; Leroux &
Bigras, 2003; Oerman & Gaberson,
2009; Prairat, 2012) On the basis of the
International Bill of Human Rights (UN, 1948)
and the Convention on
the Rights of the Child
(UN, 1989)
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evi
ew
hig
hlig
hts
An educative action (De
Ruyter & Kole, 2010; Legault, 2011;
Giroux, 2009; Desautels, 2005; Barlow,
2003)Assessment consist in
a two fold action: to
judge and to reckon
the value (De Peretti, Boniface &
Legrand, 2005)
Ways
to u
nders
tand
and d
eal w
ith t
hese
eth
ical i
ssues
Adopting common guidelinesDeveloping professional judgment
Fostering peer ethical
deliberationShapira-Lishchinsky, 2010; Tirri, 2010; De
Ruyter & Kole, 2010; Green and coll., 2007;
William Hill & Zinsmeister, 2011; Strike,
1990; Moreau, 2009; Boon, 2011
Com
mon
guid
elin
es
Justice and fairness, the key stones
Institutional norms
Profe
ssio
nal
judgm
ent
deve
lopm
ent
Formal and informal training opportunities
Case studies, a highly
recommended mean
Peer
eth
ical
delib
era
tion
( Le
gault
, 1999)
Phase I: Share the details of the situation
Phase II: Clarify the conflicting values
implied in the situationPhase III: Make an ethical decision using
rational resolution of the conflict
of values in the situationPhase IV: Establish a real dialogue with the
people involved in the situation
Concl
usi
on
Combining disciplinary
expertise and pedagogical expertise,
build on the results of
educational research
and Favor discussion between professionals
in higher education.
Ack
now
ledgem
ents Social Sciences and Humanities
Research Council of Canada (SSHRC)
Ministère de l’Éducation, de
l’Enseignement supérieur et de la
Recherche du Québec
Cégep régional de Lanaudière à
L’Assomption (CRLA) Mélanie Grenier, Françoise Doré and
Vincent Beaucher, research assistants
Jacques Joly (U de S) and Jean Gabin
Ntebutse (U de S), associated
researchers