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
- 3Citations
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Example: if you select the 1-year option for an article published in 2019 and a metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019. If you select the 3-year option for the same article published in 2019 and the metric category shows 90%, that means that the article or review is performing better than 90% of the other articles/reviews published in that journal in 2019, 2018 and 2017.
Citation Benchmarking is provided by Scopus and SciVal and is different from the metrics context provided by PlumX Metrics.
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.
Bibliographic Details
http://www.sciencedirect.com/science/article/pii/S0742051X23003451; http://dx.doi.org/10.1016/j.tate.2023.104357; http://www.scopus.com/inward/record.url?partnerID=HzOxMe3b&scp=85172213316&origin=inward; https://linkinghub.elsevier.com/retrieve/pii/S0742051X23003451; https://dx.doi.org/10.1016/j.tate.2023.104357
Elsevier BV
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