TY - JOUR
T1 - How do teachers enact assessment policies as they navigate critical ethical incidents in digital spaces?
AU - Finefter-Rosenbluh, Ilana
AU - Perrotta, Carlo
N1 - Funding Information:
We would like to thank all the Victorian Year 12 educators who generously gave of their time and openly shared with us their experiences. We would also like to thank the Faculty of Education at Monash University for the financial support (Globalization, Leadership & Policy grant, 2020) and Christine Grové for her comments on an earlier version of the paper.
Publisher Copyright:
© 2022 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2023
Y1 - 2023
N2 - Teachers are increasingly required to enact assessment policies in digitalised spaces, raising ethical issues of privacy and surveillance in the process. Yet, while policy enactment has been examined extensively, there remains research uncertainty around the ethical dimensions associated with assessment policy in digitalised settings. Drawing upon Ball et al.’s Typology of Policy Positions, and utilising Australian teachers’ interviews, we illustrate how the policy positions of the latter were shaped by critical ethical incidents in digitalised conditions. We describe how teachers struggled to reconcile their ethical obligation to provide valid assessment outcomes with their duty of care, procedural institutional commitments, and the need to protect student privacy. To ensure ‘ethical assessment’ practices that best fulfil their obligations, the educators were not confined to one policy position, rather they moved across roles, also framed as moral recuperation mechanisms. Regulations to help facilitate policy enactments of ‘ethical assessment’ in digitalised contexts are suggested.
AB - Teachers are increasingly required to enact assessment policies in digitalised spaces, raising ethical issues of privacy and surveillance in the process. Yet, while policy enactment has been examined extensively, there remains research uncertainty around the ethical dimensions associated with assessment policy in digitalised settings. Drawing upon Ball et al.’s Typology of Policy Positions, and utilising Australian teachers’ interviews, we illustrate how the policy positions of the latter were shaped by critical ethical incidents in digitalised conditions. We describe how teachers struggled to reconcile their ethical obligation to provide valid assessment outcomes with their duty of care, procedural institutional commitments, and the need to protect student privacy. To ensure ‘ethical assessment’ practices that best fulfil their obligations, the educators were not confined to one policy position, rather they moved across roles, also framed as moral recuperation mechanisms. Regulations to help facilitate policy enactments of ‘ethical assessment’ in digitalised contexts are suggested.
KW - assessment
KW - critical ethical incidents
KW - datafied education
KW - digital technologies
KW - ethical assessment
KW - Policy enactment
UR - http://www.scopus.com/inward/record.url?scp=85142189222&partnerID=8YFLogxK
U2 - 10.1080/01425692.2022.2145934
DO - 10.1080/01425692.2022.2145934
M3 - Article
AN - SCOPUS:85142189222
SN - 0142-5692
VL - 44
SP - 220
EP - 238
JO - British Journal of Sociology of Education
JF - British Journal of Sociology of Education
IS - 2
ER -