A Comparative Study of Pre-Service Teachers’ Views on Ethical Issues in Classroom Assessment in China and the United States

Xumei FAN; Robert JOHNSON; Jin LIU; Tiejun ZHANG; Xuegang ZHANG; Xiumei LIU

doi:10.1007/s11516-019-0015-7

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Front. Educ. China ›› 2019, Vol. 14 ›› Issue (2) : 309-332. DOI: 10.1007/s11516-019-0015-7

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A Comparative Study of Pre-Service Teachers’ Views on Ethical Issues in Classroom Assessment in China and the United States

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Abstract

The purpose of this study was to compare pre-service teachers’ views of ethical issues in assessment practices in the US and China. Focus group interviews were conducted among 16 pre-service teachers from the US and 15 pre-service teachers from China. Results indicated that the inclusion of effort in grading is a key issue for the pre-service teachers in both the US and China. American pre-service teachers have more consistent views with experts regarding using multiple assessment methods and communications about grading. Pre-service teachers in both countries appeared to have consistent views with experts regarding the confidentiality and standardized test preparation. The findings of this study can help build guidelines regarding ethical issues in classroom assessment.

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pre-service teachers / ethical issues / classroom assessment / focus groups

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Xumei FAN, Robert JOHNSON, Jin LIU, Tiejun ZHANG, Xuegang ZHANG, Xiumei LIU. A Comparative Study of Pre-Service Teachers’ Views on Ethical Issues in Classroom Assessment in China and the United States. Front. Educ. China, 2019, 14(2): 309‒332 https://doi.org/10.1007/s11516-019-0015-7