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

• Hue, Ming Tak The Hong Kong Institute of Education
• Kennedy, Kerry John The Hong Kong Institute of Education

Teachers and Teaching: Theory and Practice, 2014

United Kingdom

Routledge

2014

• P 香港教育各層面與外地之比較
  • PH 少數民族的教育、種族及族群因素
• F 教與學
  • FH 教室溝通

Cultural Responsiveness Assessment Ethnic Minority Diversity

• Hong Kong

• 1997.7 onwards

• 中學教育

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

• 英文

期刊論文

• 13540602

https://bibliography.lib.eduhk.hk/tc/bibs/6f0174de

2015-05-05