A mixed method study of ethical issues in classroom assessment in Chinese higher education

Abstract

The purpose of this study was to explore Chinese university professors’ decisions about ethical issues in classroom assessment. A survey with fifteen scenarios that describe professors’ thoughts about ethics in assessment practices was administrated to 555 professors from 143 colleges and universities in 29 provinces in China. The results of the quantitative analysis indicated that professors’ interest in professional development related to classroom assessment, and their dispositions were significantly associated with their agreement with experts in the field of classroom assessment. Professors’ gender, highest degree, professional rank, and years of teaching experience did not significantly predict their agreement. The qualitative analysis revealed that maintaining fair assessment vs being caring to students and asserting professors’ rights vs abiding by university policy were the crucial aspects for professors to consider in classroom assessment. Findings of the study could help educators identify ethical issues in assessment, develop guidelines to ensure fair assessment, and incorporate differentiated strategies in professional development workshops in higher education.