Evaluating Multicultural Education Courses: Promise and Possibilities for Portfolio Assessment

Young, Jemimah L.

doi:10.1080/15210960.2020.1728274

Cited by 7 publications

(7 citation statements)

References 24 publications

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“…In particular, a culture of equal opportunities and acceptance of diversity is beginning to be formed to eliminate the obstacles faced by students with different cultural characteristics in studying and learning and, generally, achieve social cohesion [10], [11]. Also, the pedagogical recognition of the pluralistic nature of society, in combination with the assurance of different approaches to issues of individual differences, individual skills, cultures, religions, and lifestyles, are adopted both in the pedagogical methods and practices, as well as in the teaching materials [12]- [14].…”

Section: Aim Of Mobilities In the Context Of Intercultural Educationmentioning

confidence: 99%

Evaluation of Teaching Mobilities in the Context of Intercultural Education

Tsekou

Papadopoulou²,

Foulidi

2023

J.Gen.Educ.Humanit.

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This specific intervention aims to limit the rates of school dropout. In order to limit the rates of school dropout and to increase the school performance of students with different cultural characteristics, who attend the schools of the Directorate of Secondary Education of West Attica in the school years 2021- 2022, mobilities were implemented in the context of the Erasmus program following intercultural education. Implementing the mobilities was deemed necessary because in the cities of West Attica, during the same period, incidents of delinquency, violence, and battles took place daily between different foreigners or between foreigners and Greeks or Roma. The implementing method of the intervention is an observation with a structured observation sheet with open-ended questions. Positive results, coming out of the mobilities, were that the teachers who served in those schools, who did not always have the required knowledge in intercultural education, were made aware and trained in the effective management of heterogeneity both in students and in their parents for the benefit not only of the school community but more broadly of society—the consequences of this action concern the parents of the children and the society in general.

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Section: Aim Of Mobilities In the Context Of Intercultural Educationmentioning

confidence: 99%

Evaluation of Teaching Mobilities in the Context of Intercultural Education

Tsekou

Papadopoulou²,

Foulidi

2023

J.Gen.Educ.Humanit.

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“…Ahmed and Al-Kadi (2021) mentioned that writing assessments are conducted directly in the classroom; English teachers provide students with direct feedback. Assessing students' English writing could help them understand their writing development (Young, 2020). Thus, writing assessment strategies could direct students to attain the learning objective of writing materials (Fatima & Akbar, 2020) .…”

Section: -82mentioning

confidence: 99%

Assessment Media for Offline and Online Writing Tests at Junior High Schools During the Covid-19 Pandemic

Zulfa

Husna²,

Azmi

et al. 2023

IEE Ind. J. Eng. Edu.

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This study explores writing assessment media used by English teachers in offline and online assessment procedures during the last Covid-19 pandemic. This qualitative study incorporates a case study design with five English teachers of junior high schools serving as research participants selected purposively. The data for this study were gathered using semi-structured interviews with English teachers and students writing documents. The study results indicate that English teachers utilized different media in their offline and online assessments. For the offline activities, they used conventional paper-based media to collect writing samples, administer written tests, and conduct writing projects to measure students' attainment levels of their writing skills. For the online activities, they used platforms familiar to them, including Google Classroom, Google Form, and WhatsApp, and most of them assessed their students using multiple choice questions; yet some of the teachers did paper-based tests but submitted them to the online media. The teachers used rubrics for both assessment modes and provided feedback accordingly. One important implication of this research for post-pandemic English teaching underscores the significance of teachers' initiatives of alternating offline and online media to assess students' writing skills and maximize students' learning experiences in response to actual classroom constraints and opportunities.ABSTRAKPenelitian ini bertujuan untuk mengeksplorasi berbagai bentuk media penilaian menulis yang digunakan oleh guru bahasa Inggris dalam kegiatan offline dan online selama Covid-19. Penelitian ini menggunakan studi kualitatif dengan desain studi kasus. Partisipan penelitian ini meliputi lima guru bahasa Inggris di sekolah menengah pertama yang dipilih dengan teknik purposive sampling. Instrumen penelitian menggunakan wawancara semi-terstruktur untuk setiap guru bahasa Inggris dan dokumen tulisan siswa. Hasil penelitian menunjukkan bahwa guru bahasa Inggris menggunakan dan menerapkan media penilaian menulis yang berbeda dalam kegiatan luring dan daring selama dan pasca pandemi Covid-19. Selama kegiatan offline, guru bahasa Inggris menggunakan kertas sebagai media produk tulisan, tes tertulis, dan proyek untuk menilai tulisan siswa. Sementara itu, selama kegiatan daring, guru bahasa Inggris menggunakan media platform daring seperti Google Classroom, Google Form, dan WhatsApp; guru menilai dengan menggunakan pertanyaan pilihan ganda namun beberapa guru masih menggunakan kertas untuk dikirimkan ke media tersebut. Guru bahasa Inggris menggunakan rubrik khusus dan memberikan umpan balik dalam menilai tulisan siswa selama kegiatan offline dan online. Pengalaman baru dalam mengintegrasikan media penilaian alternatif dalam menulis dapat bermanfaat bagi guru bahasa Inggris dan siswa, terutama untuk membantu tugas menulis.

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“…Because of its initial conceptualization, multicultural education has changed popular opinion about diverse learners. The ideology of color blindness is exchanged for a culturally responsive ideology, a practice that continues to grow in popularity and implementation (Young, 2020).…”

Section: Introductionmentioning

confidence: 99%

Multicultural Education Values in the Indonesian Textbooks: A Critical Discourse Analysis

Maulidiah¹,

Nisa²,

Rahayu³

et al. 2023

tpls

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The values of multicultural education in Indonesian middle and high school textbooks have been of great interest among researchers, for the Indonesian people have a variety of cultures, ethnicities, religions, as well as different levels of economy. Teaching the values of multicultural education in Indonesian language textbooks aims to foster solidarity and harmony in society. Multicultural education aims to achieve two objectives, namely national unity and cultural diversity, in order to adapt to the changes brought about by the country's economic progress and globalization. This study compared the dominant values of multicultural education between Indonesian language textbooks for grade 7 middle and grade 10 high schools. Based on critical discourse analysis, this study documented the values of multicultural education in three major issues: religion, culture, and ethnicity. The results of the comparative analysis show that high school Indonesian language textbooks dominate the values of multicultural education more than those middle school textbooks. Additionally, the implications and suggestions for further development of the values of multicultural education in the two textbooks are also discussed.

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Evaluating Multicultural Education Courses: Promise and Possibilities for Portfolio Assessment

Cited by 7 publications

References 24 publications

Evaluation of Teaching Mobilities in the Context of Intercultural Education

Evaluation of Teaching Mobilities in the Context of Intercultural Education

Assessment Media for Offline and Online Writing Tests at Junior High Schools During the Covid-19 Pandemic

Multicultural Education Values in the Indonesian Textbooks: A Critical Discourse Analysis

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