Please use this identifier to cite or link to this item: http://hdl.handle.net/20.500.11861/8835
Title: Promoting cultural responsiveness: Teachers’ constructs of an assessment classroom environment for ethnic minority students in Hong Kong secondary schools
Authors: Prof. HUE Ming Tak 
Kennedy, Kerry John 
Issue Date: 2015
Source: Teachers and Teaching, 2015, Vol. 21(3), pp. 289-304.
Journal: Teachers and Teaching 
Abstract: 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.
Type: Peer Reviewed Journal Article
URI: http://hdl.handle.net/20.500.11861/8835
ISSN: 1354-0602
1470-1278
DOI: https://doi.org/10.1080/13540602.2014.953823
Appears in Collections:Counselling and Psychology - Publication

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