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Dergiler / Eurasian Journal of Educational Research / 2019 / Cilt: 19 - Sayı: 79

Assessment with and for Migration Background Students-Cases from Europe

Funda NAYIR
Martin BROWN
Denise BURNS
Joe O’HARA
Gerry MCNAMARA
Guri NORTVEDT
Guri SKEDSMO
Silje Kristin GLOPPEN
Eline F. WIESE
Sayfa
39–68
Yayın Tarihi
2019-01-20
DOI
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⚡ TL;DR(1 Cümlede Hızlı Çıkarım)

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.

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Amaç & Hipotez: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.
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Temel Bulgular & Veri:A purposeful sampling strategy was adopted based on geographical spread of the participants in Austria, Ireland and Turkey.
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Sonuç & Katkı: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.
🔬Tür:Uygulamalı Anket & Alan Araştırması
📍Kapsam:Genişletilmiş Akademik Örneklem
⚙️Değişkenler:diversity · culturally-responsive pedagogy · fairness

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.

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Bu Makaleye Atıf Yap

NAYIR, F., BROWN, M., BURNS, D., O’HARA, J., MCNAMARA, G., NORTVEDT, G., SKEDSMO, G., GLOPPEN, S. K., WIESE, E. F. (2019). Assessment with and for Migration Background Students-Cases from Europe. Eurasian Journal of Educational Research, Cilt: 19 - Sayı: 79, 39–68. https://ajindex.com/articles/31054

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Kaynakça (11)

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