Assessment in Mathematics and Science in Multicultural Contexts.
- Personal dimension: values, attitudes and intercultural competences of prospective teachers.
- Mathematics and Science Education dimension: pedagogical issues, in particular in respect to dealing with diversity in classrooms.
The main aim of this module is to enable prospective teachers to become ‘assessment literate’ with respect to multicultural contexts. ‘Assessment literate’ according to Klenowski (2014) means that prospective teachers have “a repertoire of skills and understandings to design quality assessments and to use achievement standards and evidence as a means by which to discern, monitor and improve learning as well as judge the qualities of student work” (p. 2).Therefore, this module aims to introduce prospective teachers to various procedures and help them develop skills that will allow them to take into account pupils’ diversity and support them to address issues of equity and social justice.
- Theory and background on formative and summative assessment in general
- Background on issues related to equity and fairness in assessment
- Linking theory related to equity and fairness in assessment with practice through:
- study of specific cases
- exploring sources of unfairness
- analysing assessment materials and classroom situations
At the end of this module students will be able to:
- gain information about the pupils in the classroom.
- assess pupils in a way that allows them to respond to the needs of diverse pupils.
- use different ways of assessing pupils’ social, emotional as well as academic skills.
- use assessment procedures that are sensitive to cultural differences.
- adapt classroom assessment to accommodate the cultural resources pupils bring to school.
- examine their own beliefs and expectations related to the pupils in their classroom and the impact these beliefs and expectations have on their assessment.
- critically evaluate the impact of assessment practices on learners, pedagogy and curriculum.
- reflect on the key issues of equity, fairness and social justice in relation to assessment practices.