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dc.date.accessioned2020-07-09T18:54:15Z
dc.date.available2020-07-09T18:54:15Z
dc.date.created2020-03-20T13:38:03Z
dc.date.issued2020
dc.identifier.citationNortvedt, Guri A. Wiese, Eline Brown, Martin D. Burns, Denise Gerry, McNamara Joe, O'Hara Altrichter, Herbert Fellner, Magdalena Herzog-Punzenberger, Barbara Nayir, Funda Taneri, Pervin Oya . Aiding culturally responsive assessment in schools in a globalising world. Educational Assessment, Evaluation and Accountability. 2020, 32, 5-27
dc.identifier.urihttp://hdl.handle.net/10852/77709
dc.description.abstractAcross 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.
dc.languageEN
dc.rightsAttribution 4.0 International
dc.rights.urihttps://creativecommons.org/licenses/by/4.0/
dc.titleAiding culturally responsive assessment in schools in a globalising world
dc.typeJournal article
dc.creator.authorNortvedt, Guri A.
dc.creator.authorWiese, Eline
dc.creator.authorBrown, Martin D.
dc.creator.authorBurns, Denise
dc.creator.authorGerry, McNamara
dc.creator.authorJoe, O'Hara
dc.creator.authorAltrichter, Herbert
dc.creator.authorFellner, Magdalena
dc.creator.authorHerzog-Punzenberger, Barbara
dc.creator.authorNayir, Funda
dc.creator.authorTaneri, Pervin Oya
cristin.unitcode185,18,2,0
cristin.unitnameInstitutt for lærerutdanning og skoleforskning
cristin.ispublishedtrue
cristin.fulltextoriginal
cristin.qualitycode1
dc.identifier.cristin1802650
dc.identifier.bibliographiccitationinfo:ofi/fmt:kev:mtx:ctx&ctx_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:journal&rft.jtitle=Educational Assessment, Evaluation and Accountability&rft.volume=32&rft.spage=5&rft.date=2020
dc.identifier.jtitleEducational Assessment, Evaluation and Accountability
dc.identifier.volume32
dc.identifier.issue1
dc.identifier.startpage5
dc.identifier.endpage27
dc.identifier.doihttps://doi.org/10.1007/s11092-020-09316-w
dc.identifier.urnURN:NBN:no-80825
dc.type.documentTidsskriftartikkel
dc.type.peerreviewedPeer reviewed
dc.source.issn1874-8597
dc.identifier.fulltextFulltext https://www.duo.uio.no/bitstream/handle/10852/77709/2/EAEA%2BACRAS%2Blit%2Breview%2B2020.pdf
dc.type.versionPublishedVersion


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