Culturally responsive classroom-based assessment. A case study of secondary schools in Ireland

• Brown, Martin ^[1] ; Burns, Denise ; McNamara, Gerry ^[1] ; O'Hara, Joe ^[1]
  1. [1] Dublin City University

     Dublin City University

     Irlanda

     
• Localización: Revista de investigación educativa, RIE, ISSN-e 1989-9106, ISSN 0212-4068, Vol. 40, Nº 1, 2022, págs. 15-32
• Idioma: inglés
• DOI: 10.6018/rie.496681
• Títulos paralelos:
  • La evaluación en el aula con perspectiva culturalmente sensible. Un estudio de caso de escuelas de secundaria en Irlanda
• Enlaces
  • Texto completo
• Resumen
  • español

    Este documento describe el estado actual de desarrollo en términos de empleo de métodos de evaluación culturalmente receptivos en cinco escuelas de secundaria (denominadas escuelas de segundo nivel) en Irlanda. El estudio formaba parte de un proyecto, en el que participaban socios de otros tres países, que investigaba la evaluación culturalmente sensible en el aula. Tras analizar las definiciones clave en este campo, se describen los modos de evaluación que la biblio-grafía sugiere como potencialmente receptivos desde el punto de vista cultural. A continuación, se presenta el protocolo del estudio de caso, los perfiles de las cinco escuelas investigadas, los métodos de recogida de información empleados y las conclusiones del estudio de caso. Por último, se presenta una sección de debate y conclusiones que recoge los puntos clave del estudio de caso y aborda las tensiones y los retos que conlleva la aplicación de la evaluación de las aulas con sensibilidad cultural. A pesar de ser un estudio a pequeña escala, puede ser relevante para otras jurisdicciones educativas con retos similares.

  • English

    This paper describes the current state of development in terms of the employment of culturally responsive modes of assessment in five secondary schools in Ireland. The study was part of a project, including partners from three other European countries, that sought to investigate the challenges and opportunities for culturally responsive assessment in the classroom. The first part of the paper explores key definitions and modes of assessment suggested in the literature that have the potential to be culturally responsive. Next, the protocol for the case study, the profiles of the five schools investigated, the data gathering methods employed, and the findings of the case study are presented. Finally, the discussion and conclusion draws together the key points from the case study and addresses the tensions and challenges involved in the implementation of culturally responsive classroom assessment. As the literature underpinning the case study was drawn from several countries and continents, it is suggested that the findings derived from this research, with the range of issues and insights for the practice of culturally responsive assessment, is also relevant to education systems where student populations are culturally diverse.    

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