Educational institutions, especially the higher education institutions in Asian countries such as Bangladesh and Thailand, have had to stop face-to-face educational activities during the period of COVID-19 pandemic. Online classes have been the only alternative to carry on academic activities. Teachers were suddenly compelled to transition their…

Our aim in this article is to draw attention to some underappreciated problems in the design and implementation of evaluation systems that incorporate value-added measures. We focus on four: (1) taking into account measurement error in teacher assessments, (2) revising teachers' scores as more information becomes available about their students,…

High-stakes testing is changing what it means to be a "good teacher" in the contemporary school. This paper uses Deleuze and Guattari's ideas on the control society and dividuation in the context of National Assessment Program Literacy and Numeracy (NAPLAN) testing in Australia to suggest that the database generates new understandings of…

Neoliberal discourses defining and measuring "student achievement" and "teacher success" through myopic high-stakes testing-driven criteria for "accountability," can perpetuate the very inequities these reforms purport to address. Nested within a five-year inquiry using grounded theory to investigate experiences of…

In the twenty-first century, the use of standardized tests as the primary means to evaluate schools and teachers in the United States has contributed to severe dilemmas, including misleading information on what students know, lower-level instruction, cheating, less collaboration, unfair treatment of teachers, and biased teaching. This article…

The use of value-added modeling (VAM) in school accountability is expanding, but deciding how to embrace VAM is difficult. Various experts say it's too unreliable, causes more harm than good, and has a big margin for error. Others assert VAM is imperfect but useful, and provides valuable feedback. A closer look at the models, and their use,…

A growing number of states and local schools across the country have adopted educator evaluation and accountability programs based on the use of student test scores and value-added models (VAM). A wide array of potential legal issues could arise from the implementation of these programs. This article uses legal analysis and social science evidence…

Just about everyone agrees that cheating is bad and that steps need to be taken to prevent it. In this article, the author reconsiders what the term actually signifies and examines what leads students to do what they're not supposed to--and what that tells about their schooling. A fair amount of research has accumulated to illuminate the…

Purpose: This study aims to gauge business school student perceptions of the academic conduct of college professors, to determine students' ethical evaluations of certain potential faculty behaviors. The relationships between perceived faculty misconduct and several student demographic characteristics including sex and academic classification were…

Discusses the issue of students buying papers on the Internet. Considers how educators reconcile their ability to teach effectively with their students' ability to cheat and steal without the teacher's knowledge. Suggests a solution by assigning essays that cannot be bought. (SG)

Discusses the Christopher Newport University (Virginia) [CNU] online program in which students can complete their general education required courses and earn four-year undergraduate degrees online. Addresses the effects of technology on students and the problems encountered in an online environment. Includes reactions by George Bredon and Howard…

Two studies examined college students' perceptions of professors' ethical responsibilities. Students agreed that professors must demonstrate respect for students, teach objectively, and grade honestly, and they should not tolerate cheating or plagiarism. Results indicate that students expect professors to act with professionalism, to employ a vast…