The
‘Language Assessment Ethics Conference’ back in my M.A.TESOL days has always
been in my mind, which provided the opportunity to ponder upon ethical theory
in professional fields including education. As Dr. Kunnan mentioned in the
introduction session of that conference, the world has been suffering from lack
of ethical principles in a variety of fields. His remarks prompted me to think
of all the innocent victims from 9-11 attack in 2001 and the constant
retaliation, human cloning as well as organ donation as one of the most recent
issues concerned with ethics and morality.
As
an English educator, I agree to the fact that the development of ethical
principles in education (especially in the language assessment area) has
retarded compared to the speed of the proliferation. I’ve always thought that
it is one thing to have a grasp of the principles of second/ foreign language
learning and teaching, and another to creatively formulate specific hypotheses
about language learning in particular contexts and to garner empirical support
for these hypotheses. That support can be gathered by means of careful
measurement of the language competence of learners in given situations. That
is, our theory of second language acquisition can be put into practice everyday
in the classroom, but we will never know how valid our theory is unless our
learners’ success is systematically measured in ethical way. Although a
drastical change or innovation in the language assessment may not be demanded
or expected, a thorough examination on ethics can be the next step the educators
need to take for the present.
In
the present world where morality and ethical thoughts are gradually losing
their grounds by whited sepulchers, it is important for all the practioners in
each profession to find out the relationship between philosophical ethics and
professional responsibility. The major goal of education lies in the pursuit of
helping individuals reach what they need to be the owner of their lives. Dr.
Sharon Bishop claimed that acquiring a certain set of skills demanded by
general standardized tests bear little meaning on the part of test developers
as well as test users. The ethical rules are urged to consider the meaningful
connection with unfamiliar context that people will face in their profession
instead of simply providing the general principles or code of conduct.
With
the above thoughts in mind, some questions came to me, which could halp us
relate the principles to language testing practice and our profession. The
questions were whether or not our actions/ decisions in the field of education
reflect utilitarianism or Kantian ethics of morality. I personally came to
think about my own students in the EFL (English as a Foreign Language) classes that
I used to teach back in Korea. Sometimes they might not have known what is
being tested when they tackle a test. They might have felt, for a variety of
reasons, that a test isn’t testing what it is “supposed” to test. In other
words, the tests might not have been carefully constructed or in the
well-thought out formats.