Ethical capability is one of a suite of broad competencies that are recent inclusions in national and state curricula in Australia. Problems arise in how to support teachers to assess student progress in complex skill areas. Using methodology derived from the work of Griffin, this study investigated whether a criterion-referenced assessment framework, in the form of rubrics and a learning progression, could be developed for the construct of Ethical Decision-Making (EDM). Firstly, the domain of ethical competency was critically interrogated by examining curriculum documents, educational models, and empirical research into moral development. A construct of EDM and a derived skills framework were then presented to an expert panel of teachers. Over the course of two workshops, the panel critically reviewed the framework and co-constructed a set of rubrics. In a final iteration, the rubrics formed the basis for developing a hypothetical learning progression. Further research would be required to determine whether these assessment materials are useful to support teacher judgement about student progress and curriculum planning.

道德能力是最近包含在澳大利亚国家和州课程中的一系列广泛能力之一。在如何支持教师评估学生在复杂技能领域的进步方面出现了问题。使用源自 Griffin 工作的方法，本研究调查了是否可以为道德决策 (EDM) 的结构开发一个以评分细则和学习进度为形式的标准参考评估框架。首先，通过检查课程文件、教育模式和道德发展的实证研究，对道德能力的领域进行了批判性的审问。然后将 EDM 的结构和衍生的技能框架提交给教师专家小组。在两次研讨会的过程中，该小组严格审查了该框架并共同构建了一套标准。在最后的迭代中，这些量规构成了开发假设学习进程的基础。需要进一步研究以确定这些评估材料是否有助于支持教师对学生进步和课程规划的判断。