This paper describes the current state of development in terms of the employment of culturally
responsive modes of assessment in five secondary schools in Ireland. The study was part of a
project, including partners from three other European countries, that sought to investigate the
challenges and opportunities for culturally responsive assessment in the classroom. The first
part of the paper explores key definitions, and modes of assessment suggested in the literature
that have the potential to be culturally responsive. Next, the protocol for the case study, the
profiles of the five schools investigated, the data gathering methods employed, and the case
study findings are presented. Finally, the discussion and conclusion draws together the key
points from the case study and addresses the tensions and challenges involved in implementing
culturally responsive classroom assessment. As the literature underpinning the case study was
drawn from several countries and continents, it is suggested that the findings derived from this
research, with the range of issues and insights for culturally responsive assessment, are also
relevant to education systems where student populations are culturally diverse.
Metadata
Item Type:
Article (Published)
Refereed:
Yes
Uncontrolled Keywords:
Classroom Assessment; Cultural Responsivity; Migration; Linguistic
Diversity
Erasmus+ Key Action funding Scheme - Cooperation for innovation and the exchange of good practices - Strategic Partnerships for school education. Project Reference number: 2016-1-IE01-KA201-016889
ID Code:
29643
Deposited On:
29 Feb 2024 12:54 by
Melissa Lynch
. Last Modified 29 Feb 2024 12:54
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