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Teacher assessment literacy in culturally and linguistically diverse classrooms: A Norwegian case study

Teaching and Teacher Education, ISSN: 0742-051X, Vol: 135, Page: 104357
2023
  • 3
    Citations
  • 0
    Usage
  • 82
    Captures
  • 0
    Mentions
  • 94
    Social Media
Metric Options:   Counts1 Year3 Year

Metrics Details

  • Citations
    3
  • Captures
    82
  • Social Media
    94
    • Shares, Likes & Comments
      94
      • Facebook
        94

Article Description

This study investigated inclusive teacher assessment practices in culturally and linguistically diverse Norwegian lower secondary schools as well as tensions in and the potential of teacher assessment literacy. Case study data gathered through interviews with 21 teachers in five schools were analysed to examine the schools' assessment policies, teacher assessment practices, adaptions and challenges teachers face when assessing diverse student groups. We found that teacher assessment literacy development benefitted from collective and shared whole-school practices and that, while teachers had multiple strategies for assessment and adapting those to their students’ needs, these were not specifically targeted at cultural diversity.

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