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ERIC Number: EJ1052087
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
Reference Count: 39
ISBN: N/A
ISSN: ISSN-1354-0602
Promoting Cultural Responsiveness: Teachers' Constructs of an Assessment Classroom Environment for Ethnic Minority Students in Hong Kong Secondary Schools
Hue, Ming-tak; Kennedy, Kerry John
Teachers and Teaching: Theory and Practice, v21 n3 p289-304 2015
Many Hong Kong schools are concerned about how diverse learning needs of ethnic minority students could be better fulfilled. This study examines local teachers' constructs of assessment classroom environments. Using qualitative data collected from semi-structured interviews with 32 teachers from three secondary schools, this study shows ways in which summative assessment influences teachers' formative assessment practices. Cultural responsiveness in this study is not limited to the notion of multiculturalism. It can be constructed under the ethos of respect, care and equality. The culturally responsive approach to assessment described in this study foregrounds considerations of cultural influence in teachers' beliefs regarding assessment. Principles of culturally responsive assessment identified include: (i) integrating the "part" of assessment with the "whole" of teaching, (ii) managing the diverse learning needs of students, (iii) removing language barriers from the assessment process and (iv) examining the influence of the public examination on teachers' classroom assessment practice.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Hong Kong