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10 Concepts about (Ethics,
Values and Morals)

1. Moral values are defined as guidelines that assist a person in deciding between right and wrong.

2. In order to create honest, credible, and fair judgments and relationships in daily life, the awareness of one’s morals, along with self awareness is crucial.

3. The development of moral values is a necessary process that should begin in childhood.

4. Moral values in children can set them on the right path, helping them form a pleasant personality combined with a strong character. Besides the child's family, schools are critical in guiding, supporting, and holding their hands as they navigate the landscape of moral values.

5.  Morality and ethics are part of a way of life and cannot be separated from all other aspects of life
experiences.

6. Ethics refers to the moral character of an individual.

7. Morality describes what is, whereas Ethics describes what ought to be.

8. Fundamentally, morals refer to a set of rules defining what is considered to be right or wrong and accepted without questions.

9. Values are what an individual believes to have worth and importance or to be valuable. As such, morals are values defining right from wrong or good from bad.

10. Values, on the other hand, provide direction in the determination of right versus wrong or good versus bad.

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10 concepts about Values (Ethics)

1. Value systems are prospective and prescriptive beliefs they affect ethical behavior of a person or are the basis of their intentional activities.

2. Often primary values are strong and secondary values are suitable for changes. What makes an action valuable may in turn depend on the ethical values of the objects it increases, decreases or alters.

3. In ethics, value denotes the degree of importance of some thing or action, with the aim of determining what actions are best to do or what way is best to live normative ethics, or to describe the significance of different actions.

4. Values can be defined as broad preferences concerning appropriate courses of actions or outcomes.

5. As such, values reflect a person's sense of right and wrong or what ought to be.

6. Ethical value denotes something's degree of importance, with the aim of determining what action or life is best to do, or at least attempt to describe the value of different actions.

7. Values may help common human problems for survival by comparative rankings of value, the results of which provide answers to questions of why people do what they do and in what order they choose to do them.

8. Values are standards or ideals with which we evaluate actions, people, things, or situations.

9. Values tend to influence attitudes and behavior and these types include ethical/ moral values, doctrinal, ideological religious, political values, social values, and aesthetic values.

10. Values relate to the norms of a culture, but they are more global and intellectual than norms.

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10 Concept about the article Authentic Assessment

1. Authentic assessment focuses on students using and applying knowledge and skills in real-life settings.

2. Authentic assessment should provide long-term student engagement with learning. It can occur at any stage of the teaching program, and should use a variety of resources and perspectives over a sustained period of time.

3. It can creatively disrupt the traditional power balance in assessment by allowing external markers to give feedback on and/or grade students' work, and students to actively engage in self- and peer assessment.

4. More traditional forms of assessment, such as essays and examinations, have no specific application in most real-world settings.

5. It can also incorporate peer collaborations to promote engagement and open conversation.

6. Authentic assessment should be scenario-based in an environment in which the student could work or learn after the task is complete.

7. Authenticity is a fundamental characteristic of good assessment practice, and students usually value it highly.

8. Authentic assessment helps students contextualise their learning and to see how real-life conditions or situations, in all their unpredictability, ambiguity and complexity, affect their theoretical knowledge.

9.Authentic Assessment are students can reflect on and assess their own work and effort. They can see, meaningfully and in situ, how effectively they apply conceptual learning.

10. This type of learning and teaching is preferable toward the end of a degree, when students are comfortable collaborating and working on less sharply defined problems, and when they have skills in reflection.

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Rhea Abuloc | 2CED 2 |             PEd-8 Assessment and Learning

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Rhea Abuloc | 2CED 2 |             PEd-8 Assessment and Learning