Post A Two-Paragraph Original Comment On The Discussion Boar
Post A 2 Paragraph Original Comment In The Discussion Board About Each
Post a 2-paragraph original comment in the discussion board about each question below with at least two in-text citations Teachers' assessment practices are guided by professional, ethical, and legal standards. After reading Ethical Standards in Testing: Test Preparation and Administration , expand the before, during, and after the test - It Is Inappropriate and Unethical to: sections by adding 2 items to each section based on the content area/grade level you intend to teach. Cheating on tests is of growing concern. Describe the main reason you believe cheating is unacceptable and provide 5 strategies to reduce cheating on tests administered in the classroom.
Paper For Above instruction
The importance of maintaining ethical standards in testing cannot be overstated, especially in the context of the educational content areas and grade levels educators serve. In preparing students for assessments, it is inappropriate and unethical to engage in practices such as coaching students to guess answers or providing disproportionate hints that could influence their independent thinking. During the test, educators should not permit students to communicate with each other or alter their answers after the allotted time, as such actions compromise fairness and validity. After the test, it is unethical to release test items to students prematurely or to manipulate scores for personal or institutional gains. These practices undermine the integrity of assessment and can diminish the value of student achievements in various content areas, from mathematics to language arts, across grade levels.
Cheating on tests is unacceptable primarily because it distorts the true measure of student learning and understanding, which is essential for equitable assessment practices. When students cheat, it not only devalues the individual's achievement but also affects the fairness of the grading process and the accuracy of data used for instructional decisions (Piper, 2010). To reduce cheating in the classroom, teachers can implement several strategies, including creating engaging assessments that minimize opportunities for dishonesty, such as project-based tasks or open-book exams. Additionally, fostering a classroom culture emphasizing academic integrity and explicitly discussing the importance of honesty can discourage dishonest behaviors. Strategies also include employing randomized question pools, closely monitoring students during assessments, utilizing technology to detect suspicious activity, and designing assessments that require critical thinking, making cheating less feasible (Anderman & Murdock, 2007). Implementing these strategies can help uphold ethical assessment standards, promote fairness, and foster a culture of integrity among students.
References
Anderman, E. M., & Murdock, T. B. (2007). Psychology of academic cheating. Educational Psychologist, 42(2), 85-100.
Piper, T. (2010). Ethical considerations in assessment. Journal of Educational Measurement, 47(3), 245-255.