Teachers responding to cultural diversity: case studies on assessment practices, challenges and experiences in secondary schools in Austria, Ireland, Norway and Turkey

Abstract

Global mobility and economic and political crises in some parts of the world have fuelled migration and brought new constellations of 'cultural diversity' to European classrooms (OECD 2019). This produces new challenges for teaching, but also for assessment in which cultural biases may have far-reaching consequences for the students' further careers in education, occupation and life. After considering the concept of and current research on 'culturally responsive assessment', we use qualitative interview data from 115 teachers and school leaders in 20 lower secondary schools in Austria, Ireland, Norway and Turkey to explore the thinking about diversity and assessment practices of teachers in the light of increasing cultural diversity. Findings suggest that 'proficiency in the language of instruction' is the main dimension by which diversity in classrooms is perceived. While there is much less reference to 'cultural differences' in our case studies, we found many teachers in case schools trying to adapt their assessment procedures and grading in order to help students from diverse backgrounds to show their competencies and to experience success. However, these responses were, in many cases, individualistic rather than organised by the school or regional education authorities and were also strongly influenced and at times, limited by government-mandated assessment regimes that exist in each country. The paper closes with a series of recommendations to support the further development of a practicable and just practice of culturally responsive assessment in schools.

Are They Different in Their Relationship Perceptions? Cross-Cultural Comparison between U.S. and Turkish Preschoolers

“…Teacher support is one the most crucial ones; when the perceived teacher support is high, children might perceive less prejudice than when they feel they are not supported well by their teachers (Miklikowska et al, 2019). However, in one of the recent comparative studies, teachers reported that cultural diversity is a difficult concept that needs further clarification and teaching in a multicultural classroom and they need additional skills (Herzog-Punzenberger et al, 2020). Therefore, it was suggested that a school policy on diversity might help teachers to better adapt culturally responsive practices in the classroom.…”

Where do we stand? A plea for international comparative approaches in the struggle for adequate responses of education systems to migrant students (¿En qué punto nos encontramos? Un alegato en favor de un enfoque internacional comparativo para ofrecer respuestas adecuadas a los estudiantes migrantes por parte de los sistemas educativos)

“…Las estructuras institucionales son expresión de las orientaciones y los valores básicos de la práctica diaria de docentes y de la administración escolar. Tras analizar las prácticas de evaluación en cuatro países distintos (Austria, Irlanda, Noruega y Turquía), era obvio que las prácticas culturalmente sensibles y, por tanto, adaptadas al estudiante (inmigrante) individual son las más difíciles de implementar por los profesores en sistemas escolares altamente selectivos como los descritos anteriormente en el caso de Austria (Herzog-Punzenberger et al, 2020). Puesto que el profesor o profesora trabaja hacia una clase homogénea y, para ello, tiene que identificar estudiantes que dirige hacia un nivel inferior o a repetir el curso, este se encuentra constantemente bajo presión para justificar estas decisiones.…”

Leveraging Virtual Experiences for International Professional Development Opportunities during the Pandemic and beyond

“…Above all, culturally competent knowledge exchange enables partnerships where instructors across countries can contextualize and optimize the implementation of evidence-based teaching practices developed in one part of the world within their own teaching ( 16 ). It is equally important that western academics learn from other cultures to teach to a global student base ( 17 , 18 ). We therefore propose that cross-cultural professional development activities also present themselves as avenues for refining global cultural awareness.…”