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Teachers are increasingly required to enact assessment policies in digitalised spaces, raising ethical issues of privacy and surveillance in the process. Yet, while "policy enactment" has been examined extensively, there remains research uncertainty around the ethical dimensions associated with assessment policy in digitalised settings. Drawing upon Ball et al.'s Typology of Policy Positions, and utilising Australian teachers' interviews, we illustrate how the policy positions of the latter were shaped by "critical ethical incidents" in digitalised conditions. We describe how teachers struggled to reconcile their ethical obligation to provide valid assessment outcomes with their "duty of care, procedural institutional commitments," and the need to protect "student privacy." To ensure 'ethical assessment' practices that best fulfil their obligations, the educators were not confined to one policy position, rather they moved across roles, also framed as moral recuperation mechanisms. Regulations to help facilitate policy enactments of 'ethical assessment' in digitalised contexts are suggested.

This paper draws on actor-network theory and on the sociology of cultural consumption to examine the phenomenon of corporate Massive Open Online Courses. Through an analysis of texts available in the public domain, the paper argues that over a short period (between 2012 and 2013) digitisation technology became associated with the emergence of a hybrid "actor": the digital video-recorder teacher. A parallel is drawn between the "interactive affordances" of digital instruction and the playback and cataloguing options that have contributed to shifts in television viewing habits. The digital video-recorder teacher is described as an artefact in the service of a postmodern project of self-improvement through cultural consumption, which recruits digitisation to meet a growing demand for "upgrades to the self". In the conclusion, the paper explores how the study of digital education could benefit from an interface between sociomaterial studies and the sociology of culture.

Teachers are increasingly required to enact assessment policies in digitalised spaces, raising ethical issues of privacy and surveillance in the process. Yet, while policy enactment has been examined extensively, there remains research uncertainty around the ethical dimensions associated with assessment policy in digitalised settings. Drawing upon Ball et al.'s Typology of Policy Positions, and utilising Australian teachers' interviews, we illustrate how the policy positions of the latter were shaped by critical ethical incidents in digitalised conditions. We describe how teachers struggled to reconcile their ethical obligation to provide valid assessment outcomes with their duty of care, procedural institutional commitments, and the need to protect student privacy. To ensure 'ethical assessment' practices that best fulfil their obligations, the educators were not confined to one policy position, rather they moved across roles, also framed as moral recuperation mechanisms. Regulations to help facilitate policy enactments of 'ethical assessment' in digitalised contexts are suggested. [ABSTRACT FROM AUTHOR]