Ethical Issues Research Of Student Evaluation In Primary And Secondary School

Under the guideline for the reform of elementary education that students shouldbe the pivot and have adequate education, all the teaching activities have been greatlyimproved. However, as an important part of teaching activities, the student evaluationis still a difficult parameter in education reform. The evaluation which loss ethicalscale is helpless even a hindrance to the students’ comprehensive and freedevelopment. The actual evaluation which students experience is often contradictiveto the ethics and differs a lot from the ideology designed by the education reformists.Student evaluation is very complex and unpredictable, any details possiblyaffecting the physical and mental development of a student. Positive evaluation wouldaccomplish a student while negative one would possibly harms him or her, which maypossibly leave a slight but permanent trace in their memories. As the time goes by, theactual evaluation becomes blurred, but its influence would deeply change their borndisposition and life orbit.As we can not overlook or surpass the ethics in all the evaluation, it is a must toreform the present procedures and bring back the ethics and humanity to it. From thispivotal point, the present study is designed to comprehend the actual status of thestudent evaluation and to predict the ideal evaluation to bring the expected ethics backto the education activities in schools. There are four parts in this thesis.The first part is the premises and basis for the study, compromising theIntroduction and Chapter One.The Introduction analyzes the urgency from the development of the society,national reform of the education and evaluation of the students. It probes into the lackof humanity and ethics and puts forward the proposition of “Ethical Issues of StudentEvaluation in Primary and Secondary School”. After stating the goals, theories andsignificance, the thesis reviews the literature and describes the major parts in the study,its research plan, methodology and methods employed.The First Chapter starts with the definition of ethics of student evaluation. Afterdefining and elaborating on this core concept, the thesis point out that ethics, as adimension, is also a view of the ethics. In defining the concept of ethics and problems,the thesis explains that the ethics of students’ evaluation is a series of ethical standardswhich must be obide to evaluate the students’ development process and level, and themoral significance of the evaluation act itself. It is the unification by regularity andpurpose about evaluation. This chapter ends with describing the goals of the thesissuch as the utility, the subjectivity and materiality.The second part comprises Chapter Two and Chapter Three, analyzing thefeatures, hazards and origins of the absence of ethnics of student evaluation. Chapter Two presents the facts that ethnics defect in student evaluation, such asstandards and content disrespecting students’ differences, strengthening the crosswisecomparison, results using the contrary to human nature, paying attention to a fewstudents, the relationship inequality, the language of evaluation lacking of legitimacyand deep interaction. It further analyzes the hazards brought about by the evaluationin the mental development of the students, such as unilateralism, homogeny, andprovisionality, absence of responsibility and trust, hypocrisy, misplacement of corevalues, disordered interpersonal relations, worse subjective well-being and biasedself-cognition.Chapter Three analyzes the origins of the absence of ethnics. The traditionalevaluation system advocated by the government has put the schools in a state ofmaladjustment and dependence. The management-first practice emphasizes theinstrumentality and efficiency in running the school, which limits the school’sdevelopment and its teaching activities of the teachers. The coupling of the instantachievement of the students and the interests of the schools and teachers, with thedominant utilitarianism in the society together, misplaces the core values in theevaluation of the students. Besides, teacher factors contribute to the present status,such as professional ethics, cognition of the evaluation relations, and its relevantknowledge and ability.The third part comprises Chapter Four and Chapter Five, and explores the humannature basis and pursuit of ethical student evaluation.Chapter Four, starting with the aims of the teaching activities, points out that theprimary humanity is the logical pivot in the ethical evaluation. The evaluation,circling on the individualized development, should emphasize the comprehensive,multi-dimensional, individualized and uncertain development of the students.Chapter Five probes the pursuits of ethical student evaluation. This is the ethicalcriteria and primary task of the complete evaluation. Life care is the ethics of studentevaluaion orientation of the eternal. With the tolerance and space as the key, the valueof life is the most basic humanity. Justice is the most basic ethical demands of studentevaluaion, emphasizing respect for differences and procedural fairness priority, andteachers’ justice as the key. The practical reason is the ethical demands of studentevaluation subject, evaluation practice with the rational principle of specificationbased on rules of cognition, and resolution two opposites. The school is a learningcommunity, and continuous benefits and development should be the ultimate aims inthe ethical evaluation of the students.Part Four comprises one chapter, Chapter Six, designing the practical evaluationunder the ideology of ethical evaluation of students.It is proposed that realization of the ethics of student evaluation be guided andaided by the education authorities. All the evaluation of the education quality inschool by the government must be circled around the development of the students. From the perspective of the schools, the reform in the evaluation should take thestudents as the focus, accepting the diversity of the students and encouraging them todevelop as actual people and as long as the contents and standards are concerned inthe evaluation. Teachers’ behavior of evaluation must highlight the ethical concern,such as respect, appreciation and not controling students. According to the specificsituation of students and circumstances, the teachers should be rational selection anduse evaluational methods, and constitute the evaluation community with otherevaluational subjecst, and form the resultant force of education. Meanwhile, teachers’professional ethics, evaluation capacities and moral self-discipline should bepromoted. Based on the above, teachers and students grow up together in the processof student evaluation.