Abstract
Recent research in ethics education shows a potentially problematic variation in content, curricular materials, and instruction. While ethics instruction is now widespread, studies have identified significant variation in both the goals and methods of ethics education, leaving researchers to conclude that many approaches may be inappropriately paired with goals that are unachievable. This paper speaks to these concerns by demonstrating the importance of aligning classroom-based assessments to clear ethical learning objectives in order to help students and instructors track their progress toward meeting those objectives. Two studies at two different universities demonstrate the usefulness of classroom-based, formative assessments for improving the quality of students’ case responses in computational modeling and research ethics.
Keywords
Ethics education, Assessment, Computational modeling cases, Research ethics
Date of this Version
2014
DOI
10.1007/s11948-013-9428-5
Published in:
Science and Engineering Ethics, vol. 20, no. 1, pp. 249–260, March 2014.
Link to original published article:
https://link.springer.com/article/10.1007%2Fs11948-013-9428-5
Comments
Published version: M. W. Keefer, S. E. Wilson, H. Dankowicz, and M. C. Loui. The importance of formative assessment in science and engineering ethics education: Some evidence and practical advice. Science and Engineering Ethics, vol. 20, no. 1, pp. 249–260, March 2014.