Aiding culturally responsive assessment in schools in a globalising world

Download

Nortvedt2020_Article_AidingCulturallyResponsiveAsse.pdf

Date

2020-2-01

Author

Nortvedt, Guri A.
Wiese, Eline
Brown, Martin
Burns, Denise
McNamara, Gerry
O'Hara, Joe
Altrichter, Herbert
Fellner, Magdalena
Herzog-Punzenberger, Barbara
Nayir, Funda
Taneri, Pervin Oya

Metadata

Show full item record

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Item Usage Stats

207
views

62
downloads

Across the world, teachers' classroom assessment tasks and responsibilities are becoming more diverse due to increased migration. In this review, we address how migrant students are affected by assessment, both summative and formative, at the classroom level, with a focus on culturally responsive assessment (CRA). Previous research has shown that CRA practices mainly occur in student-centred classrooms. Furthermore, both student and teacher beliefs about teaching and learning might negatively affect migrant students' opportunities to engage in assessment situations. Teaching and assessment practices should be negotiated and aligned with and included in classroom norms to be culturally responsive. We propose that what is generally considered a valid and reliable assessment practice might need to be adjusted to account for students' cultural ways of knowing and participating and how this is expressed and communicated within the classroom.

Subject Keywords

Organizational Behavior and Human Resource Management, Education

URI

https://hdl.handle.net/11511/70232

Journal

EDUCATIONAL ASSESSMENT EVALUATION AND ACCOUNTABILITY

DOI

https://doi.org/10.1007/s11092-020-09316-w

Collections

Department of Educational Sciences, Article

Suggestions

OpenMETU
Core

Problems that preschool teachers face in the curriculum implementation Erden, Emine; Engin Demir, Cennet; Department of Educational Sciences (2010) This study aimed at investigating the challenges preschool teachers face in the curriculum implementation and whether these challenges differ in relation to teachers’ level of education, department they graduated from, the type of the school they are working in, teaching experience and level of in-service training. In addition, in this study, it was also aimed to find out the underlying reasons of most frequently stated issues of implementation from the teachers’ perspectives. In the present study, both qua...
Using electronic portfolios to promote reflective thinking in language teacher education Ayan, Didem (Informa UK Limited, 2011-01-01) This study aimed at investigating the role of electronic portfolios in fostering pre-service teachers' reflective thinking. The research was conducted with pre-service English language teachers enrolled in a practicum course in an undergraduate teacher education programme in Turkey. The data were collected through e-portfolios and interviews. The findings revealed that e-portfolios gave participants a sense of ownership, fostered reflecting thinking, supported collaboration and allowed them to make connecti...
Prospective English teachers' views on the physical environment, human resources, and program of their departments Eret, Esra; Ok, Ahmet (Springer Science and Business Media LLC, 2010-12-01) The quality of teacher education, in general, is affected from a number of variables such as physical environment of the institutions, instructor quality, the curriculum implemented, administrative support, and others. As the input of the system, the perspectives of the students on those variables also influence the direction and the quality of the education taking place in the colleges of education. Regarding this, the purpose of the present study is to identify and compare the perspectives of fourth-year ...
Beginning early childhood education teachers' classroom management concerns Temiz, Zeynep; Haser, Çiğdem (2016-01-01) This paper reports an analysis of the classroom management concerns of pre-service early childhood education (ECE) teachers prior to beginning their career and further examines the difficulties they experienced in classroom management in their first year of teaching and their coping strategies. Sixteen pre-service ECE teachers enrolled in the same teacher education programme were interviewed immediately before graduation, and were again interviewed at the end of the first and second semesters after they sta...
Investigating the relationship between readiness to change teaching level experience and school size among school administrators Kondakçı, Yaşar; Zayim Kurtay, Merve (2010-01-01) The purpose of this study is to investigate school administrators' readiness to change in relation to teaching level of the school, experiences of school administrators, and the size of the school. The intentional, emotional, and cognitive readiness conceptual framework was utilized in the study. Using cluster sampling approach, the data of the study were collected from 167 school administrators working in 31 different schools. A self-developed readiness to change scale was utilized in collecting the data. ...

Citation Formats

G. A. Nortvedt et al., “Aiding culturally responsive assessment in schools in a globalising world,” EDUCATIONAL ASSESSMENT EVALUATION AND ACCOUNTABILITY, pp. 5–27, 2020, Accessed: 00, 2021. [Online]. Available: https://hdl.handle.net/11511/70232.