Teachers’ frameworks of values also guide their professional choices and actions, not always consciously. Teachers are bearers – sometimes implicitly – of value models which they transmit to their students. Moreover, on various occasions, they may find themselves having to deal with complex situations, which are often fully-fledged ethical dilemmas: if they are not aware of the fact, they are unlikely to find an effective solution. In this paper we shall be focusing on the subject of professional values, and in particular on the relationship between values and assessment. The implications and responsibilities associated with assessment as it relates to the development of the student’s personality are well known, as are the difficulties connected with seeking a balance between respecting and giving weight to individual differences and social justice (acknowledging and placing value on merit). We will then examine, from an empirical perspective (sample = 100 teachers), the ethical qualities of teachers and in particular the values on which they base assessment, before finally going on to explore the strategies that they use in order to remain faithful to those values.
Values in teacher training in school assessment.
TORRE, Emanuela Maria Teresa
2014-01-01
Abstract
Teachers’ frameworks of values also guide their professional choices and actions, not always consciously. Teachers are bearers – sometimes implicitly – of value models which they transmit to their students. Moreover, on various occasions, they may find themselves having to deal with complex situations, which are often fully-fledged ethical dilemmas: if they are not aware of the fact, they are unlikely to find an effective solution. In this paper we shall be focusing on the subject of professional values, and in particular on the relationship between values and assessment. The implications and responsibilities associated with assessment as it relates to the development of the student’s personality are well known, as are the difficulties connected with seeking a balance between respecting and giving weight to individual differences and social justice (acknowledging and placing value on merit). We will then examine, from an empirical perspective (sample = 100 teachers), the ethical qualities of teachers and in particular the values on which they base assessment, before finally going on to explore the strategies that they use in order to remain faithful to those values.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.