@article{article_520518, title={Assessment with and for Migration Background Students-Cases from Europe}, journal={Eurasian Journal of Educational Research}, volume={19}, pages={39–68}, year={2019}, author={Nayır, Funda and Brown, Martin and Burns, Denise and O’hara, Joe and Mcnamara, Gerry and Nortvedt, Guri and Skedsmo, Guri and Gloppen, Silje Kristin and Wıese, Eline F.}, keywords={diversity,culturally-responsive pedagogy,fairness,assessment,school assessment policies,migrant background students}, abstract={<p class="MsoNormal" style="margin-bottom:.0001pt;text-align:justify;line-height:normal;"> <b> <span lang="en-us" style="font-size:12px;font-family:’Book Antiqua’, serif;" xml:lang="en-us">Purpose </span> </b> <span lang="en-us" style="font-size:12px;font-family:’Book Antiqua’, serif;" xml:lang="en-us">: </span> <span lang="en-us" style="font-size:8pt;font-family:’Book Antiqua’, serif;" xml:lang="en-us"> <span style="font-size:12px;"> The purpose of
this research as part of an Erasmus+ funded project tilted Aiding Culturally
Responsive Assessment in Schools (www.acras.eu) is to provide an exploratory
analysis of survey responses related to culturally responsive assessment
policies, professional development and practices that were administered to
school principals in four European countries (Austria, Ireland, Norway and
Turkey). <br /> <br /> </span> </span> </p> <p> </p> <p class="MsoNormal" style="margin-bottom:.0001pt;text-align:justify;line-height:normal;"> <b> <span lang="en-us" style="font-size:12px;font-family:’Book Antiqua’, serif;" xml:lang="en-us">Research Methods: </span> </b> <span lang="en-us" style="font-size:8pt;font-family:’Book Antiqua’, serif;" xml:lang="en-us"> <span style="font-size:12px;"> The research method used in this study was </span> <span style="font-size:12px;">a quantitative </span> <span style="font-size:12px;"> comparative analysis. A
purposeful sampling strategy was adopted based on </span> <span style="font-size:12px;">geographical </span> <span style="font-size:12px;"> spread of the participants in Austria, Ireland and
Turkey. The survey </span> <span style="font-size:12px;">was also administered </span> <span style="font-size:12px;">
to all principals in four out of eighteen Norwegian counties. Descriptive
analysis and nonparametric analysis </span> <span style="font-size:12px;">were used </span> <span style="font-size:12px;">. <br /> <br /> </span> </span> </p> <p class="MsoNormal" style="margin-bottom:.0001pt;text-align:justify;line-height:normal;"> <span lang="en-us" style="font-size:12px;font-family:’Book Antiqua’, serif;" xml:lang="en-us"> <b>Findings: </b> </span> <span lang="en-us" style="font-size:12px;" xml:lang="en-us"> </span> <span lang="en-us" style="font-size:8pt;font-family:’Book Antiqua’, serif;" xml:lang="en-us"> <span style="font-size:12px;">There is evidence to suggest that the foundations for
culturally responsive assessment practices are beginning to take shape albeit
varying degrees of difference in each country. However, the survey results also
indicate the need for training and professional development, and this study also
implies that not enough emphasis is being </span> <span style="font-size:12px;">placed </span> <span style="font-size:12px;">
on culturally responsive assessment despite the rhetoric that espouses
interculturalism. </span> </span> </p> <p> </p> <p> <span style="font-size:12px;"> </span> <span style="font-size:12px;"> </span> </p> <p class="MsoNormal" style="margin-bottom:.0001pt;text-align:justify;line-height:normal;"> <b> <span lang="en-us" style="font-size:12px;font-family:’Book Antiqua’, serif;" xml:lang="en-us">Implications for </span> </b> <span lang="en-us" style="font-size:8pt;font-family:’Book Antiqua’, serif;" xml:lang="en-us"> <span style="font-size:12px;"> </span> <b> <span style="font-size:12px;">Research
and Practice </span> </b> <span style="font-size:12px;">: </span> </span> <span lang="en-us" style="font-size:12px;" xml:lang="en-us"> </span> <span lang="en-ie" style="font-size:12px;font-family:’Book Antiqua’, serif;" xml:lang="en-ie">The
research points the need for upskilling in culturally responsive leadership as
well as the development of an overarching culturally responsive assessment
framework and toolkit that can be used by policy makers and schools to allay
the various interpretations of what it means to satisfy the assessment needs of
teachers and students with migrant backgrounds. </span> <span lang="en-ie" style="font-size:8pt;font-family:’Book Antiqua’, serif;" xml:lang="en-ie"> </span> <span lang="en-us" style="font-size:8pt;font-family:’Book Antiqua’, serif;" xml:lang="en-us"> </span> </p> <p> </p>}, number={79}, publisher={Özer DAŞCAN}