Assessment Policies, Practices, and Constraints in Multicultural Classrooms: Global Messages Across Four Assessment Regimes

• In Event: AERA Poster Session 11
  In Poster Session: Division H Section 3 Poster Session 1: Perspectives on Assessment in Schools

Abstract

This paper provides an analysis of research that was carried out in four European countries, the purpose of which was to ascertain the effects of assessment regimes on teachers assessment practices in culturally diverse classrooms.

The first part of this paper provides a description of the theoretical framework that was used in the study. Leading on from this a description of the research method is described. Next, a presentation and analysis of the research findings are provided. The paper concludes with a discussion of research findings derived from the preceding phases of the study and suggests how these findings have wider implications for the future development of assessment policies and practice for migrant children in Europe, the United States and elsewhere.

Authors

• Herbert Altrichter, Johannes Kepler University of Linz

• Barbara Herzog-Punzenberger, University of Innsbruck, Austria

• Martin Brown, Dublin City University

• Guri Nortvedt

• Funda Nayir, Cankiri Karatekin University

• Denise Burns, Dublin City University

• Eileen Wiese

• Gerry P. Mcnamara, Dublin City University

• Joe O'Hara, Dublin City University

• Magdalena Fellner

• Guri Skedsmo, University of Oslo

• Silje Kristin Gloppen, University of Oslo, Norway

• Christoph Helm, Johannes Kepler University of Linz