Journal Articles
Promoting cultural responsiveness: Teachers' constructs of an assessment classroom environment for ethnic minority students in Hong Kong secondary schools
- Promoting cultural responsiveness: Teachers' constructs of an assessment classroom environment for ethnic minority students in Hong Kong secondary schools
- United Kingdom
- Routledge
- 2014
-
- Hong Kong
-
- 1997.7 onwards
-
- Secondary Education
- 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.[Copyright © 2014 Taylor & Francis.]
- Retrieved March 4, 2015, from http://0-dx.doi.org.edlis.ied.edu.hk/10.1080/13540602.2014.953823
-
- English
- Journal Articles
-
- 13540602
- https://bibliography.lib.eduhk.hk/bibs/6f0174de
- 2015-05-05
Recent Journal Articles
在香港幼稚園推行STEM (科學、科技、工程及數學)教育的挑戰之初探Journal Articles
Whole-day or half-day kindergarten? Chinese parents' perceptions, needs, and decisions in a privatised marketplaceJournal Articles
Voices without words: Doing critical literate talk in English as a second languageJournal Articles
Using the genre-based approach in teaching chinese written composition to South Asian ethnic minority students in Hong KongJournal Articles
Translanguaging as dynamic activity flows in CLIL classroomsJournal Articles
Does obesity persist from childhood to adolescence? A 4-year prospective cohort study of Chinese students in Hong KongJournal Articles
Co-developing science literacy and foreign language literacy through “Concept + Language Mapping”Journal Articles
Examining the role of institutional agents and school-based social capital in minority university choice and accessJournal Articles