Emergent Strategies for Embedding Ethics in Assessment Practices in Teacher Education
Keywords:
Ethical assessment, teacher education, qualitative research, assessment strategies, professional ethics, institutional support, TehranAbstract
This study aimed to explore emergent strategies for embedding ethics in assessment practices among
teacher educators in Tehran, with a focus on identifying principles, challenges, and institutional supports
within teacher education programs. A qualitative research design was employed, utilizing semistructured interviews with 20 purposively selected teacher educators from various institutions in Tehran.
Participants were chosen to ensure a diversity of experiences in assessment roles. Data were collected
until theoretical saturation was achieved and analyzed thematically using NVivo software, following
Braun and Clarke’s framework. Rigorous ethical protocols, including informed consent and data
anonymization, were observed throughout the study. Analysis revealed three major themes underpinning
ethical assessment in teacher education: (1) Ethical Foundations in Assessment—including fairness,
transparency, confidentiality, respect for student autonomy, cultural sensitivity, avoidance of bias, and
honesty in feedback; (2) Ethical Pedagogical Strategies—such as reflective practice, dialogic
engagement, participatory rubric development, and ongoing professional development; and (3)
Institutional and Structural Supports—encompassing codes of ethics, assessment committees,
professional training, and digital privacy protocols. Participants highlighted both individual agency and
systemic structures as necessary for sustaining ethical assessment, while also reporting context-specific
challenges related to policy, resource constraints, and digital transformation. The study underscores the
multifaceted nature of ethics in assessment, revealing that sustainable ethical practices require a
combination of personal commitment, reflective pedagogies, and supportive institutional frameworks.
Embedding ethics in assessment is both a relational and structural endeavor, demanding contextsensitive approaches, professional development, and robust policy supports in teacher education. These
findings have significant implications for developing comprehensive ethical guidelines, fostering
reflective practice, and ensuring equity and integrity in teacher assessment.
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