Navigating the Moral Compass: Ethical Dimensions in Coach Education

Abstract

Abstract: This paper critically examines the ethical dimensions and challenges in assessment within coach education, emphasizing the heutagogical approach and the critical role of learner-centred assessment. We explored the complex interplay between different assessment methods - norm-referenced, criteria-referenced, and ipsative - and their ethical implications in the context of varying institutional, programmatic, and individual learner demands. Central to this exploration is the ethical dilemma faced by educators in balancing these competing needs and determining what constitutes 'right' in the domain of assessment. The over-emphasis on the assessment of learning is scrutinized, particularly its focus on meeting predefined standards and competencies through “objective” evaluation. In contrast, assessment for learning is presented as a formative approach that provides continuous insights into the learners' development, enabling educators to tailor their teaching strategies. When educators assess their students' learning, they have a window into the effectiveness of their teaching. The authors endorse the stance that considers assessment as learning, an approach that actively engages learners through self-reflection, goal setting, and direct observation, emphasizing the learning process as part of the outcome.