Culturally responsive assessment in compulsory schooling in Denmark and Iceland - An illusion or a reality? A comparative study of student teachers’ experiences and perspectives
This paper explores and compares student teachers’ experiences and perspectives on culturally responsive assessment in compulsory schooling in Denmark and Iceland. The study’s theoretical framework draws on scholarship on culturally responsive assessment. The data was derived from fourteen interview...
Published in: | Nordic Journal of Comparative and International Education (NJCIE) |
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OsloMet — Oslo Metropolitan University
2023
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Online Access: | https://doi.org/10.7577/njcie.5392 https://doaj.org/article/4aec50b56e04468289c81a2277906c29 |
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ftdoajarticles:oai:doaj.org/article:4aec50b56e04468289c81a2277906c29 2023-10-01T03:56:53+02:00 Culturally responsive assessment in compulsory schooling in Denmark and Iceland - An illusion or a reality? A comparative study of student teachers’ experiences and perspectives Artem Ingmar Benediktsson 2023-08-01T00:00:00Z https://doi.org/10.7577/njcie.5392 https://doaj.org/article/4aec50b56e04468289c81a2277906c29 EN NO eng nor OsloMet — Oslo Metropolitan University https://journals.oslomet.no/index.php/nordiccie/article/view/5392 https://doaj.org/toc/2535-4051 doi:10.7577/njcie.5392 2535-4051 https://doaj.org/article/4aec50b56e04468289c81a2277906c29 Nordic Journal of Comparative and International Education, Vol 7, Iss 2 (2023) multicultural education cultural diversity teacher education on-site training qualitative study Education (General) L7-991 article 2023 ftdoajarticles https://doi.org/10.7577/njcie.5392 2023-09-03T00:49:53Z This paper explores and compares student teachers’ experiences and perspectives on culturally responsive assessment in compulsory schooling in Denmark and Iceland. The study’s theoretical framework draws on scholarship on culturally responsive assessment. The data was derived from fourteen interviews with Danish student teachers and ten interviews with Icelandic student teachers. As per the selection criteria, all participants had to be in the final stages of their education process, meaning they had completed their on-site schoolteacher training and most courses in their teacher education programme. During the interviews, the participants reflected on pre-instructional, formative, and summative assessment practices with cultural diversity in mind. Furthermore, they discussed the importance of assessing children’s well-being. In both countries, the participants demonstrated positive attitudes towards cultural diversity and expressed awareness of considering children’s cultural and linguistic backgrounds when assessing them. On the other hand, most participants expressed criticism of teacher education programmes for lacking attention to the topic of culturally responsive assessment, which resulted in their rudimentary understanding of the theoretical underpinnings. Article in Journal/Newspaper Iceland Directory of Open Access Journals: DOAJ Articles Nordic Journal of Comparative and International Education (NJCIE) 7 2 |
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Directory of Open Access Journals: DOAJ Articles |
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ftdoajarticles |
language |
English Norwegian |
topic |
multicultural education cultural diversity teacher education on-site training qualitative study Education (General) L7-991 |
spellingShingle |
multicultural education cultural diversity teacher education on-site training qualitative study Education (General) L7-991 Artem Ingmar Benediktsson Culturally responsive assessment in compulsory schooling in Denmark and Iceland - An illusion or a reality? A comparative study of student teachers’ experiences and perspectives |
topic_facet |
multicultural education cultural diversity teacher education on-site training qualitative study Education (General) L7-991 |
description |
This paper explores and compares student teachers’ experiences and perspectives on culturally responsive assessment in compulsory schooling in Denmark and Iceland. The study’s theoretical framework draws on scholarship on culturally responsive assessment. The data was derived from fourteen interviews with Danish student teachers and ten interviews with Icelandic student teachers. As per the selection criteria, all participants had to be in the final stages of their education process, meaning they had completed their on-site schoolteacher training and most courses in their teacher education programme. During the interviews, the participants reflected on pre-instructional, formative, and summative assessment practices with cultural diversity in mind. Furthermore, they discussed the importance of assessing children’s well-being. In both countries, the participants demonstrated positive attitudes towards cultural diversity and expressed awareness of considering children’s cultural and linguistic backgrounds when assessing them. On the other hand, most participants expressed criticism of teacher education programmes for lacking attention to the topic of culturally responsive assessment, which resulted in their rudimentary understanding of the theoretical underpinnings. |
format |
Article in Journal/Newspaper |
author |
Artem Ingmar Benediktsson |
author_facet |
Artem Ingmar Benediktsson |
author_sort |
Artem Ingmar Benediktsson |
title |
Culturally responsive assessment in compulsory schooling in Denmark and Iceland - An illusion or a reality? A comparative study of student teachers’ experiences and perspectives |
title_short |
Culturally responsive assessment in compulsory schooling in Denmark and Iceland - An illusion or a reality? A comparative study of student teachers’ experiences and perspectives |
title_full |
Culturally responsive assessment in compulsory schooling in Denmark and Iceland - An illusion or a reality? A comparative study of student teachers’ experiences and perspectives |
title_fullStr |
Culturally responsive assessment in compulsory schooling in Denmark and Iceland - An illusion or a reality? A comparative study of student teachers’ experiences and perspectives |
title_full_unstemmed |
Culturally responsive assessment in compulsory schooling in Denmark and Iceland - An illusion or a reality? A comparative study of student teachers’ experiences and perspectives |
title_sort |
culturally responsive assessment in compulsory schooling in denmark and iceland - an illusion or a reality? a comparative study of student teachers’ experiences and perspectives |
publisher |
OsloMet — Oslo Metropolitan University |
publishDate |
2023 |
url |
https://doi.org/10.7577/njcie.5392 https://doaj.org/article/4aec50b56e04468289c81a2277906c29 |
genre |
Iceland |
genre_facet |
Iceland |
op_source |
Nordic Journal of Comparative and International Education, Vol 7, Iss 2 (2023) |
op_relation |
https://journals.oslomet.no/index.php/nordiccie/article/view/5392 https://doaj.org/toc/2535-4051 doi:10.7577/njcie.5392 2535-4051 https://doaj.org/article/4aec50b56e04468289c81a2277906c29 |
op_doi |
https://doi.org/10.7577/njcie.5392 |
container_title |
Nordic Journal of Comparative and International Education (NJCIE) |
container_volume |
7 |
container_issue |
2 |
_version_ |
1778527536660086784 |