CITY GOVERNMENT OF LIGAO
LIGAO COMMUNITY COLLEGE
Tomolin, Ligao City, 4504
Email – Address: ligaocommunitycollege@gmail.com
Tel Nos.: 0926 – 772 - 1213 / (052) 431-4124
SS 119 - ASSESMENT & EVALUATION IN
SOCIAL SCIENCES
(Written Report)
Roles of Assessment in
Teaching of Social
Science:
Ethics in
Assessment
Marisol E. Hernandez
Instructor
Briana M. Roranes
BSED3-Social Studies
"A leading higher education institution of skills- and technology-based
programs producing value-laden graduates for the digital age.
CITY GOVERNMENT OF LIGAO
LIGAO COMMUNITY COLLEGE
Tomolin, Ligao City, 4504
Email – Address: ligaocommunitycollege@gmail.com
Tel Nos.: 0926 – 772 - 1213 / (052) 431-4124
Introduction
Embedding ethics in assessment involves making decisions tailored to the educational context,
including defining learning outcomes, determining how students demonstrate achievement,
establishing assessment criteria, and involving students in the process. A key challenge in
articulating ethics-related learning outcomes is the varying conceptualizations of graduate
attributes. Barrie's (2006) research highlights three relevant orientations, one of which frames
ethics as a complementary skill set—distinct from, yet secondary to, disciplinary knowledge,
without altering or interacting with it. This approach offers a potential framework for integrating
ethics into curricula.
Body
Learning outcomes related to ethics
Learning outcomes related to ethics one of the key problems in articulating ethics learning
outcomes is that graduate attributes both collectively and individually may be conceptualized in
quite different ways. Barrie's (2006) research identified four distinct orientations to graduate
attributes. While the first, precursory, can be discounted as having any relevance to this
discussion, the remaining three suggest possible alternatives for framing the outcomes of a
curriculum with explicit attention to the development of ethics.
Complementary a generic skill set that is separate from and secondary to the learning of
disciplinary knowledge: complementary to but not altering or interacting with
disciplinary knowledge in any way.
Translation - an ability to translate or apply disciplinary knowledge: closely connected
with and shaped by the parallel discipline learning outcomes so not generic but
characteristic of particular disciplines and allowing the application of discipline
knowledge in the real world
Enabling abilities that transcend disciplinary boundaries though initially developed
within a disciplinary context; enable students to reshape and transform knowledge to
meet new challenges in contexts far removed from that of the original discipline:
intellectual and personal attributes that are the keys to enquiry and learning in many
aspects of life, not just formal study.
The assessment of ethics involves
(1) articulation of learning outcomes,
(2) the selection of assessment methods
(3) the basis for judgments and
(4) the role of students in the assessment process.
"A leading higher education institution of skills- and technology-based
programs producing value-laden graduates for the digital age.
CITY GOVERNMENT OF LIGAO
LIGAO COMMUNITY COLLEGE
Tomolin, Ligao City, 4504
Email – Address: ligaocommunitycollege@gmail.com
Tel Nos.: 0926 – 772 - 1213 / (052) 431-4124
Summary
Embedding ethics in assessment requires defining learning outcomes, choosing assessment
methods, establishing judgment criteria, and involving students in the process. Ethics-related
outcomes can be framed as complementary skills (separate from discipline knowledge),
translation (applying discipline knowledge), or enabling abilities (transforming knowledge for
new challenges). These approaches guide how ethics is integrated into education.
"A leading higher education institution of skills- and technology-based
programs producing value-laden graduates for the digital age.
