Global mobility and economic and political crises in some parts of the world have fuelled migration and brought new constellations of ‘cultural diversity’ to European classrooms (OECD 2019). This produces new challenges for teaching, but also for assessment in which cultural biases may have far-reaching consequences for the students’ further careers in education, occupation and life. After considering the concept of and current research on ‘culturally responsive assessment’, we use qualitative interview data from 115 teachers and school leaders in 20 lower secondary schools in Austria, Ireland, Norway and Turkey to explore the thinking about diversity and assessment practices of teachers in the light of increasing cultural diversity. Findings suggest that ‘proficiency in the language of instruction’ is the main dimension by which diversity in classrooms is perceived. While there is much less reference to ‘cultural differences’ in our case studies, we found many teachers in case schools trying to adapt their assessment procedures and grading in order to help students from diverse backgrounds to show their competencies and to experience success. However, these responses were, in many cases, individualistic rather than organised by the school or regional education authorities and were also strongly influenced and at times, limited by government-mandated assessment regimes that exist in each country. The paper closes with a series of recommendations to support the further development of a practicable and just practice of culturally responsive assessment in schools.

中文翻译：

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教师应对文化多样性：奥地利、爱尔兰、挪威和土耳其中学评估实践、挑战和经验的案例研究

世界某些地区的全球流动以及经济和政治危机助长了移民，并为欧洲课堂带来了新的“文化多样性”（经合组织，2019 年）。这给教学带来了新的挑战，也给评估带来了新的挑战，在这种评估中，文化偏见可能对学生在教育、职业和生活方面的进一步职业产生深远的影响。在考虑了“文化响应性评估”的概念和当前研究后，我们使用来自奥地利、爱尔兰、挪威和土耳其 20 所初中的 115 名教师和学校领导的定性访谈数据来探索对教师多元化的思考和评估实践鉴于日益增长的文化多样性。调查结果表明，“教学语言的熟练程度”是感知课堂多样性的主要维度。虽然在我们的案例研究中很少提及“文化差异”，但我们发现案例学校的许多教师试图调整他们的评估程序和评分，以帮助来自不同背景的学生展示他们的能力并体验成功。然而，在许多情况下，这些回应是个人主义的，而不是由学校或地区教育当局组织的，并且受到每个国家现有的政府强制评估制度的强烈影响，有时也受到限制。本文最后提出了一系列建议，以支持在学校进一步发展切实可行且公正的文化响应评估实践。