Assessment with and for Migration Background Students-Cases from Europe

Year 2019, Volume: 19 Issue: 79, 39 - 68, 20.01.2019

Funda Nayır , Martin Brown Denise Burns Joe O’hara Gerry Mcnamara , Guri Nortvedt , Guri Skedsmo Silje Kristin Gloppen Eline F. Wıese

Abstract

Purpose: 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).

Research Methods: The research method used in this study was a quantitative comparative analysis. A
purposeful sampling strategy was adopted based on geographical spread of the participants in Austria, Ireland and
Turkey. The survey was also administered
to all principals in four out of eighteen Norwegian counties. Descriptive
analysis and nonparametric analysis were used.

Findings: 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 placed
on culturally responsive assessment despite the rhetoric that espouses
interculturalism.

Implications for Research
and Practice: 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.

Keywords

diversity, culturally-responsive pedagogy, fairness, assessment, school assessment policies, migrant background students

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