Proposing a Frame of Ethical Principles for Educational Evaluation in Modern Greece

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Published: Sep 19, 2021
DOI: https://doi.org/10.12681/cjp.25425
Keywords:
ethical moral deontology educational assessment evaluation principles
Georgios Tsitas
University of Nicosia
https://orcid.org/0000-0002-0998-5315
Athanasios Verdis
National and Kapodistrian University of Athens
https://orcid.org/0000-0003-2354-1507
Abstract
In a country with a long philosophical tradition like Greece, the lack of Ethical Principles for educational evaluation is surprising. This article presents the reasons for such a gap within the general theoretical framework for educational evaluation, combined with major schools of thought on Ethics. The authors discuss the importance for educational evaluation and assessment and take a critical view of present ethical frames. They proceed to fill the gap by coming up with a list of twenty-seven Ethical Principles, the result of the varying consensus of sixteen Greek assessment experts, upon the researcher’s initial proposals. The Delphi Method, that was employed to formulate the list, is described and the first complete Ethical frame of educational evaluation for modern Greece is proposed.
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Author Biographies
Georgios Tsitas, University of Nicosia
Georgios Tsitas, PhD, is a music and theology teacher in Athens, Greece. He is also an Adjunct faculty in the School of Education of the University of Nicosia. He has a Master’s Degree and a PhD in Educational Evaluation from National and Kapodistian University of Athens, where he studied Ethics of Educational Evaluation.
Athanasios Verdis, National and Kapodistrian University of Athens
Athanasios Verdis is Associate Professor on Educational Research and Evaluation at the Educational Department of Secondary Education at the National and Kapodistrian University of Athens. He holds a M.Sc. from the University of Oxford and a Ph.D. from the London Institute of Education. He specialises on quantitative and qualitative research methodologies and evaluations. He has published on effective schools and departments, shadow education, access to higher education, hierarchical linear modes, and phenomenological and ethnographic methods in educational research
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