Validating an ethical decision-making model of assessment using authentic scenarios

Abstract

An ethical decision-making model in assessment was newly developed using researcher-developed scenarios. In this article, the authors examined the usability of this newly-developed model by applying authentic scenarios involving ethical dilemmas proposed by classroom teachers. Thirty-three educators in a graduate-level online assessment course participated in the study to describe their overall ethical decision-making process with a real scenario that they or their colleagues experienced in classroom assessment. The current study provided evidence supporting the validation of the newly-developed ethical decision-making model using authentic scenarios. The model can be used for teacher professional development at the district level and in teacher education at the university level.