Funda NAYIR1, Martin BROWN2, Denise BURNS2, Joe O’HARA2, Gerry MCNAMARA2, Guri NORTVEDT3, Guri SKEDSMO3, Silje Kristin GLOPPEN3, Eline F. WIESE3
1Çankırı Karatekin University, TURKEY.
2EQI, DCU Institute of Education, IRELAND.
3University of Oslo, NORWAY.
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.