ETHICAL PRINCIPLES IN CLASSROOM ASSESSMENT: INVESTIGATING THE PERCEPTIONS OF PRE-SERVICE TEACHERS
ETHICAL PRINCIPLES IN CLASSROOM ASSESSMENT: INVESTIGATING THE PERCEPTIONS OF PRE-SERVICE TEACHERS

Summary/Abstract: This study aims to determine the level of pre-service science teachers' perception of ethical principles in classroom assessment. The study, which was conducted with 607 pre-service science teachers from five different state universities, was based on a survey design. The data were collected using 15 scenarios about ethical principles in classroom assessment developed by Green et al. (2007) and revised by Fan et al. (2022). In analyses, the agreement rates between the participants and the experts were calculated for each scenario. As a result, it was determined that the participants generally agreed with the experts. In terms of ethical principle categories, participants showed the highest level of agreement on confidentiality and communication about grading categories. Agreement rates were lower in the categories of multiple assessment opportunities, grading practice, and fairness/bias compared to the other two categories. Participants showed the lowest level of agreement in the test administration category.

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