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Forum Post: Ethical Challenge + Infographic Assessment Plan
Forum Post: Ethical Challenge + Infographic Assessment Plan
Data-Privacy/Ethical Challenge
In my cybersecurity phishing unit, I use simulation data to track how well students identify suspicious emails. One challenge I anticipate is avoiding harmful labels, such as tagging learners as “high risk” if they repeatedly fall for simulated phishing messages.
These labels may unintentionally create anxiety, especially for ESL students or those new to tech. To maintain trust, I plan to reset dashboards for each module and allow opt-in class comparisons only, never public performance rankings.
Deliverable: Infographic Assessment Plan – “Deconstruct the Phish”
I created a one-page infographic that outlines four summative assessment options for analyzing phishing attacks:
This plan promotes learner agency and supports UDL principles, enabling students to demonstrate an understanding of phishing techniques in a format that suits them.
Slide 2: These assessments reflect learner choice and flexibility. Quizzes offer formative feedback; summative tasks allow learners to explore real phishing cases in formats that suit their strengths.
Slide 3: This matrix shows how each assessment maps to Module 4 outcomes and UDL checkpoints. The mix supports ISTE and Quality Matters goals, giving students autonomy and clarity.
Slide 4: This dashboard uses color-coded cells to show phishing concept mastery. Learners and instructors see areas of strength and needed improvement, without assigning risk scores.
Slide 5: The dashboard is reset for each module to avoid long-term labels. Students can opt in to see anonymized class averages. This respects data privacy while supporting reflective learning.
Slide 6: Aligned with CETL III and QM 5.2, this design centers on transparency, consent, and trust. The goal is learning, not surveillance.
Slide 7: Thanks for reviewing my design. I welcome any feedback, especially on improving ethical practices in cybersecurity assessments.
References:
Prescott, Jennifer (2022). Formative vs. Summative Assessment in the Classroom, https://www.hmhco.com/blog/difference-between-formative-vs-summative-assessment-in-classroom?srsltid=AfmBOoqEXJVFSwdwQEHdSA8sjwm69VauXoC9tgF-q90JIo9hyA8TfFRP
Schwartz, Daniel (2009). Choice-Based Assessments for the Digital Age, https://aaalab.stanford.edu/papers/ChoiceSchwartzArenaAUGUST232009.pdf
Stapleton-Corcoran, Erin (2023). Backward Design, https://teaching.uic.edu/cate-teaching-guides/syllabus-course-design/backward-design/
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