Název: Data ethics in education: a theoretical, practical, and policy issue
Zdrojový dokument: Studia paedagogica. 2021, roč. 26, č. 4, s. [9]-26
Rozsah
[9]-26
-
ISSN1803-7437 (print)2336-4521 (online)
Trvalý odkaz (DOI): https://doi.org/10.5817/SP2021-4-1
Trvalý odkaz (handle): https://hdl.handle.net/11222.digilib/144766
Type: Článek
Jazyk
Licence: Neurčená licence
Upozornění: Tyto citace jsou generovány automaticky. Nemusí být zcela správně podle citačních pravidel.
Abstrakt(y)
Responsible data use has emerged as an important concept in education, especially in the wake of the COVJD-19 pandemic, which continues to highlight inequities. The knowledge and skills to use data effectively and appropriately are at the heart of data ethics. Educators must tightly couple data literacy with an ethical approach to using data—that is, they must be thoughtful about what they choose to do with data, how they go about their work, and how they center their work to benefit, rather than to harm, those engaged in the work of schooling, including students, teachers, families, and other educators. In this article, intended to provoke thought around data ethics among educators, researchers, and policymakers, we take a broad view of what data are and assert that data ethics go far beyond protecting the privacy and confidentiality of data. To be an ethical data user means using the right data in the right ways for the right purposes. The article lays out a context for data ethics, demonstrates how ethics are coupled with data literacy, provides examples of data ethics in practice, and recommends steps for strengthening ethical data use in practice.
Reference
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[4] Bertrand, M., & Marsh, J. (2021). How data-driven reform can drive deficit thinking. Phi Delta Kappan, 102(8), 35–39. https://doi.org/10.1177/00317217211013936 | DOI 10.1177/00317217211013936
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[9] Daly, A. J. (2009). Rigid response in an age of accountability: The potential of leadership and trust. Educational Administration Quarterly, 45(2), 168–216. https://doi.org/10.1177%2F0013161X08330499 | DOI 10.1177/0013161X08330499
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[11] Datnow, A. (2017). Opening or closing doors for students? Equity and data-driven decision-making. https://research.acer.edu.au/cgi/viewcontent.cgi?article=1317&context=research_conference
[12] Datnow, A., Lockton, M., & Weddle, H. (2021). When data use raises equity and ethical dilemmas in schools. In E. B. Mandinach & E. S. Gummer (Eds.), The ethical use of data in education: Promoting responsible policies and practices (pp. 216–231). Teachers College Press.
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[17] Garner, B., Thome, J. K., & Horn, I. S. (2017). Teachers interpreting data for instructional decisions: Where does equity come in? Journal of Educational Administration, 55(4), 407–426. https://doi.org/10.1108/JEA-09-2016-0106 | DOI 10.1108/JEA-09-2016-0106
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[19] General Services Administration. (2020, September). Data ethics framework. Federal Data Strategy. https://resources.data.gov/assets/documents/fds-data-ethics-framework.pdf
[20] Kahneman, D., & Tversky, A. (1973). On the psychology of prediction. Psychological Review, 80(4), 237–251. https://doi.org/10.1037/h0034747 | DOI 10.1037/h0034747
[21] Kahneman, D., & Tversky, A. (1984). Choices, values, and frames. American Psychologist, 39(4), 341–350. https://doi.org/10.1037/0003-066X.39.4.341 | DOI 10.1037/0003-066X.39.4.341
[22] Kuhn, K. (2013). Test and punish: How the Texas education model gave America accountability without equity. Park Place Publications.
[23] Lupton, D., & Williamson, B. (2017). The datafied child: The dataveillance of children and implications for their rights. New Media & Society, 19(5), 780–794. https://doi.org/10.1177/1461444816686328 | DOI 10.1177/1461444816686328
[24] Mandinach, E. B., Cotto, J., Rastrick, E., Siegl, J., Vance, A., & Wayman, J. C. (2021, October). Student data privacy and data ethics scenarios. Washington, DC and San Francisco, CA: Future for Privacy Forum and WestEd. https://studentprivacycompass.org/resource/scenariosuser-guide/
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[26] Mandinach, E. B., & Gummer, E. S. (Eds.). (2021a). The ethical use of data in education: Promoting responsible policies and practices. Teachers College Press.
[27] Mandinach, E. B., & Gummer, E. S. (2021b). The landscape of data ethics in education: What counts as responsible data use. In E. B. Mandinach & E. S. Gummer (Eds.), The ethical use of data in education: Promoting responsible policies and practices (pp. 35–55). Teachers College Press.
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[35] Manolev, J., Sullivan, A., & Slee, R. (2019). The datafication of discipline: ClassDojo, surveillance and a performative classroom culture. Learning, Media and Technology, 44(1), 36–51. https://doi.org/10.1080/17439884.2018.1558237 | DOI 10.1080/17439884.2018.1558237
[36] Messick, S. J. (1989). Validity. In. R. L. Linn (Ed.), Educational measurement (3rd ed., pp. 13–103.). Macmillan.
[37] Militello, M., Bass, L., Jackson, K. T., & Wang, Y. (2013). How data are used and misused in schools: Perceptions from teachers and principals. Education Sciences, 3(2), 98–120. https://doi.org/10.3390/educsci3020098 | DOI 10.3390/educsci3020098
[38] Nichols, S. L. (2021). Educational policy contexts and the (un)ethical use of data. In E. B. Mandinach & E. S. Gummer (Eds.), The ethical use of data in education: Promoting responsible policies and practices (pp. 81–97). Teachers College Press.
[39] Nichols, S. L, & Berliner, D. C. (2007). Collateral damage: How high-stakes testing corrupts America's schools. Harvard Education Press.
[40] Nickerson, R. S. (1998). Confirmation bias: A ubiquitous phenomenon in many guises. Review of General Psychology, 2(2), 175–220. https://doi.org/10.1037/1089-2680.2.2.175 | DOI 10.1037/1089-2680.2.2.175
[41] Roegman, R., Kenney, R., Maeda, Y., & Johns, G. (2021). When data-driven decision making becomes data-driven test taking: A case study of a midwestern high school. Educational Policy, 35(4), 535–565. https://doi.org/10.1177%2F0895904818823744 | DOI 10.1177/0895904818823744
[42] Starratt, R. J. (2004). Ethical leadership (1st ed.). Jossey-Bass.
[43] Starratt, R. J. (2012). Cultivating an ethical school (1st ed.). Routledge.
[44] Tversky, A., & Kahneman, D. (1971). Belief in the law of small numbers. Psychological Bulletin, 76(2), 105–100. https://doi.org/10.1037/h0031322 | DOI 10.1037/h0031322
[45] Tversky, A., & Kahneman, D. (1974). Judgment under uncertainty: Heuristics and biases. Science, 185(4157), 1124–1131. https://doi.org/10.1126/science.185.4157.1124 | DOI 10.1126/science.185.4157.1124
[46] Vasquez Heilig, J., & Darling-Hammond, L. (2008). Accountability Texas-style: The progress and learning of urban minority students in a high-stakes testing context. Educational Evaluation and Policy Analysis, 30(2), 75–110. https://doi.org/10.3102%2F0162373708317689 | DOI 10.3102/0162373708317689