Development of rubrics to support teacher judgement of student proficiency in ethical Decision-Making
Year: 2018
Type: dissertation
Abstract: Ethical capability is one of a suite of broad competencies that are relatively recent inclusions in national and state curricula.Problems arise in how to support teachers to assess and make judgements about student progress in complex skill areas, that are often ill-defined, and, especially in the case of ethical capability, controversial domains.Using methodology derived from the work of Griffin, this study investigated whether a criterion-referenced assessment framework, in the form of rubrics and a learning progression, could be developed for the construct of Ethical Decision-Making (EDM), intended for supporting teacher judgement of student proficiency.Firstly, the domain of ethical competency was critically interrogated by examining curriculum documents, educational models, philosophical approaches, and empirical research into moral development.A construct of EDM and a derived skills framework were then presented to an expert panel of teachers.Over the course of two workshops, the panel critically reviewed the framework and co-constructed a set of rubrics.In a final iteration of discussion between teachers, the rubrics formed the basis for developing a hypothetical learning progression.However, further research would be required to determine whether these assessment materials are useful to support teacher judgement about student progress and curriculum planning.
Author: Benjamin Reeves
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2911743297