Towards an Ethics of Writing Placement

Chapter 14. Ethical Considerations and Writing Assessment

“…To ensure that our assessment practices are both ethical and valid, we should engage in critical examination of the processes and consequences of asking students to assess their writing as well as the rhetoric we use to talk about [assessment] practices. (p. 200) Messick's work in the 1980s advocated a return to the ethical aspect of validity by calling for assessment developers and users to examine both the actual and potential consequences of assessment design and implementation (Mike, 2013). Yet, while Messick's move to make construct validity the central concern in validity theory has been widely accepted within the field of educational measurement, his simultaneous move to fuse concerns for construct validity with concerns for the consequences of test use have not received the same level of acceptance.…”

Chapter 15. Civil Rights and Writing Assessment: Using the Disparate Impact Approach as a Fairness Methodology to Evaluate Social Impact

“…To ensure that our assessment practices are both ethical and valid, we should engage in critical examination of the processes and consequences of asking students to assess their writing as well as the rhetoric we use to talk about [assessment] practices. (p. 200) Messick's work in the 1980s advocated a return to the ethical aspect of validity by calling for assessment developers and users to examine both the actual and potential consequences of assessment design and implementation (Mike, 2013). Yet, while Messick's move to make construct validity the central concern in validity theory has been widely accepted within the field of educational measurement, his simultaneous move to fuse concerns for construct validity with concerns for the consequences of test use have not received the same level of acceptance.…”

Retrospective. A Reflective Analysis: Toward Fairness, Mya Poe

“…To ensure that our assessment practices are both ethical and valid, we should engage in critical examination of the processes and consequences of asking students to assess their writing as well as the rhetoric we use to talk about [assessment] practices. (p. 200) Messick's work in the 1980s advocated a return to the ethical aspect of validity by calling for assessment developers and users to examine both the actual and potential consequences of assessment design and implementation (Mike, 2013). Yet, while Messick's move to make construct validity the central concern in validity theory has been widely accepted within the field of educational measurement, his simultaneous move to fuse concerns for construct validity with concerns for the consequences of test use have not received the same level of acceptance.…”