Aiding culturally responsive assessment in schools in a globalising world

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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

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

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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

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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.