In their chapter, they use ethics as a disciplinary lens in order to clarify issues within current teacher evaluation reform, recognizing that decision-making is far more complicated than simply invoking the adage, "First, do no harm." More specifically, they provide a framework for ethical decision-making in the context of teacher evaluation and accountability demands. They argue that such an approach provides a useful, additive approach for evaluating the impact of student growth measures, shedding light on possible considerations for high-stakes educational decision-making.
Carla M. Evans is a Ph.D. candidate in the Education Department at the University of New Hampshire. Prior to her arrival at UNH she was a K-12 school teacher for nearly a decade. Her research focuses on the impacts and implementation of assessment and accountability policies on teaching and learning.
Jade Caines Lee is an Assistant Professor at the University of New Hampshire in the Education Department. Her research interests include test validity, fairness in testing, instrument development, standard setting, and the evaluation of educational processes and programs.
Winston C. Thompson is an Assistant Professor in the Education Department at the University of New Hampshire. His research interests emphasize topics of ethics and social/political philosophy as they relate to education, with his recent work investigating the underlying normative issues relevant to policy discussions.
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