Personal Code of Ethics for Assessment
1. Accommodating Students with Disabilities: assessment modifications/ accommodations
In order to present an effective inclusive classroom, I as the instructor will have to craft assessments that touch on all forms of intelligences while at the same time being fair for all students. So often we hear the phrase: “Inclusion can work, when it’s done right”… It’s done right when time and care are taken to ensure that all students are being offered an opportunity to succeed and display their true intelligence.
2. To interpret students’ performance on one assessment by considering the results from other assessments (pg.92)
If I were to be judged to be worthy for qualification into the Teacher Education Program at SUNY Brockport based on my performance on a test that I took on my worst day, I would be washing dishes for a living (although, having said that, who would have known that a 2-year old could create so many dishes). Everyone has a bad day and there are times where it is necessary to consider a students’ track record when considering their score on an assessment.
3. To interpret a students’ performance as a way of evaluating his attainment of learning targets rather than as a weapon for punishing or controlling students’ behavior (pg.92)
Using the fear of passing an assessment as a form of motivation plays on a dangerous double edged sword. Getting students motivated to pay attention, or to study by inspiring fear may be effective at times, with certain students. However, that effectiveness is often overshadowed by the anxiety that it will inspire in students who we are looking to teach, not scare.
4. To score student responses accurately (pg. 90)
This is basically self-explanatory. If we are going to give assessments, no matter the form, we owe it to ourselves and our students to score their responses correctly. This can range from using an answer key for multiple choice questions to applying a rubric to short answer or essay responses.
5. To take my students culture, upbringing, family history and environment into account when creating and administering an assessment
There is more to education than simply teaching tests, gaining knowledge and passing standardized assessments. To Teach is to know both ourselves and those who we are trying to influence. We cannot do this if we do not know who our students are, what they can bring to the proverbial table from their own lives and how what they have experienced through the lens of their lives has shaped who and what they are. If we teach only to get people from point A to point B as quickly and cheaply as possibly, we fall flat on our faces in terms of solving the very real, and very tragic problems that face our education system and our students. We are teachers. We do what we are.