I’m enrolled in a class this semester that covers everything you ever wanted to know about assessments. Our class text, Educational Assessment of Students, may be purchased via the Pitt State Bookstore here, or on Amazon here. Thus far, I’ve found that Brookhart and Nitko do an excellent job honing in on what students need to know on their journey to becoming teachers. Chapter Five, Professional Responsibilities, Ethical Behavior, and Legal Requirements, is no exception. I was blissfully unaware that teachers focus on SIX categories of responsibility. For those of you who don’t have time to read all about these, you’re in luck! I’m here to provide you with the CliffsNotes version.
First, here’s a list of a few key terms/phrases you may want to remember and familiarize yourself with:
confidentiality
construct
differential item functioning (DIF)
gender stereotype
individualized education program (IEP)
informed consent
privacy
professional responsibility
role stereotypes
standardized tests
This chapter’s discussion is based on the National Council on Measurement in Education’s (NCME) Code of Professional Responsibilities in Educational Measurement (CPR). Before I can tell you how teachers focus on six categories of responsibility, there are some other things you need to know. For example, according to Brookhart and Nitko and CPR, the fundamental rules of professional behavior mandate that teachers:
- support the safety, health, and wellbeing of all students;
- be conscious of and in compliance with state and federal laws pertaining to professional activities;
- cultivate and enhance their professional proficiency in educational assessment;
- provide assessment services only in areas of their expertise;
- promote the understanding of solid assessment practices;
- uphold the highest standards of conduct and promote professionally responsible conduct with educational institutions and other departments;
- behave in a professional manner and with honesty, integrity, and impartiality (Brookhart & Nitko, p.87-88; NCME, 1995, p.2).
This chapter explains that teachers focus on six categories of responsibility regarding assessment-related topics and gives examples of each. Below is a list of these explicit categories along with my brief summary of their nuts and bolts:
- Teachers are responsible for creating high-quality assessments. Educators must plan, write, and execute assessments, which in turn must generate valid and reliable data. It should go without saying that assessments “should be free of gender, ethnic, race, social class, and religious bias and stereotypes.” (Brookhart & Nitko, p. 89) Moreover, assessments must include modifications and accommodations for students who have an IEP or a 504. Unsure about the difference between the two? Watch this video. Educators can use a handful of different kinds of assessments on the same learning objectives in order to generate more valid results. Brookhart and Nitko share specific insights and suggestions for developing appropriate assessments in chapters 12 and 13 of this book. Ultimately, teachers need to create and use high-quality assessments in order to establish a sound database of reliable data on student achievement.
- Teachers are responsible for selecting appropriate assessments. There will be times when teachers use content created by others. Such assessments must also be high-quality material; just because something is published or on a fancy-looking website doesn’t necessarily mean its content is correct or that it is acceptable as-is. Educators must do their own homework and due diligence by editing or correcting any errors before putting someone else’s product into the rotation. In addition, Brookhart and Nitko recommend frequent reading of Education Week to see how other states and/or districts are addressing assessments. Essentially, teachers should be using solid, tried-and-true tests 24/7, and take extra care when using those someone else has written.
- Teachers are responsible for administering assessments fairly. Teachers must consider the five types of accommodations: presentation, equipment/material, response, timing/scheduling, and setting. Consulting individual students’ IEPs should shed some light on how to appropriately administer assessments to students with a wide range of disabilities. It’s also important for teachers to speak directly to students, as they generally know what accommodations they need. When teachers scrutinize several sources and discuss questions with advocates, they will be sure to understand what “reasonable accommodations” are, given the particular set of circumstances. Perhaps most importantly, we should keep in mind that “learning and assessment should not be impeded by the student’s disability“(Brookhart & Nitko, p.91).
- Teachers are responsible for scoring assessment results accurately and in a timely fashion. Rubrics, keys, checklists, or rating scales must be used, and feedback must be given in order to help students evolve and enhance their learning experience. To avoid any personal bias, teachers may use objective questions on assessments and ask students to write their names on the back of their paper instead of the front. Consulting with colleagues can correct any scoring discrepancies and/or check for rater drift or reliability decay (see Ch. 13 for these issues). Educators must be able to justify scores given so that students understand what they need to do next. Of course, it’s also critical to return assignments and deliver feedback as soon as possible so students have ample time to fine-tune their game plans. Making sure students have access to the scoring rubric before they begin a task is a smart way teachers buy themselves extra time. Doing so should also ease the burden when it comes to scoring assignments.
- Teachers are responsible for interpreting and using assessment results in order to promote positive student outcomes. Teachers should never use a single assessment as a grade; instead, they should allow students several separate occasions to demonstrate what they’ve learned. Furthermore, it is NEVER acceptable to post students’ grades or test results on a bulletin board or share this information with others. Students have a right to privacy and their scores are confidential. In addition, teachers are frequently the default resource when parents have questions about standardized testing scores, so they must be sure to interpret results accurately. This can be difficult and confusing, especially when parents tend to react and reach out demanding further details. In general, educators should prepare for in-depth, purposeful, and thorough analysis and discussions about their pupils’ performance on assessments.
- Teachers are responsible for communicating comprehensive information about assessment results to help promote positive student outcomes. Educators should carefully consider how they want to share data and scoring information from assessments. Teachers also need to verify that parents have a proper perception of certain jargon (i.e. percentiles, validity) so that they can better interpret scores. Ideally, a regular class newsletter containing pertinent information should be part of teachers’ routine, and grades/progress reports can be added in every 2-3 weeks or as needed.
Not only do teachers have responsibilities, but so do students. The bulk of this chapter focuses on the former, but the latter also have an obligation to be well-mannered and kind towards peers during assessments (hopefully all of the time). Obviously, students should ask any necessary questions, particularly those pertaining to the test directions or the accommodations they may require. Honesty is also a non-negotiable: cheating, copying, and plagiarism are unacceptable and unethical, and schools have a duty to address and report these incidents.
Many types of bias exist in the educational setting, especially when it comes to testing. However, this blog post is already getting too long. Suffice it to say that bias is truly everywhere. We should all beware of stereotypes! Educators should take care not to reinforce any race, gender, cultural, and/or ethnic stereotypes in their materials, assessments, or content. For a more detailed discussion and example of this, refer to pp. 103-104 in this chapter. Lastly, all of us should be careful not to make assumptions!
Now you can easily see that teachers focus on six categories of responsibility. There’s much more information in the text if you have the time to read and sit with it. Thank you so much for stopping by, and I’d love your feedback if you want to share in the comments!
Pssssst…if you’d like to read another chapter summary, please click HERE.