AI Summary & Key Takeaways
AI InsightHowever, the survey results also indicate the need for training and professionaldevelopment, and this study also implies that not enough emphasis is being placed onculturally responsive assessment despite the rhetoric that espouses interculturalism.Implications for Research and Practice: The research points the need for upskilling inculturally responsive leadership as well as the development of an overarching culturallyresponsive assessment framework and toolkit that can be used by policy makers and schoolsto allay the various interpretations of what it means to satisfy the assessment needs of teachersand students with migrant backgrounds.
📌 3 Key Takeaways
Abstract
Purpose: The purpose of this research as part of anErasmus+ funded project tilted Aiding CulturallyResponsive 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 thisstudy was a quantitative comparative analysis. Apurposeful sampling strategy was adopted based ongeographical spread of the participants in Austria,Ireland and Turkey. The survey was alsoadministered to all principals in four out of eighteenNorwegian counties. Descriptive analysis andnonparametric analysis were used.Findings: There is evidence to suggest that the foundations for culturally responsiveassessment practices are beginning to take shape albeit varying degrees of difference in eachcountry. However, the survey results also indicate the need for training and professionaldevelopment, and this study also implies that not enough emphasis is being placed onculturally responsive assessment despite the rhetoric that espouses interculturalism.Implications for Research and Practice: The research points the need for upskilling inculturally responsive leadership as well as the development of an overarching culturallyresponsive assessment framework and toolkit that can be used by policy makers and schoolsto allay the various interpretations of what it means to satisfy the assessment needs of teachersand students with migrant backgrounds.