There is no question that teachers nowadays are challenged to adapt their teaching practices to the needs that arise from increasing diversity in the current classroom. Since effective teaching asks for alignment between teaching and assessment practices, the increasing diversity challenges teachers’ assessment practices and schools’ assessment policies as well. This study will explore these practices and policies in schools with a diverse student population. To this end, data was collected in 2017 through case studies in six primary schools, three of which are characterized by a heterogeneous pupil composition and three of which have a homogeneous composition. The data collection includes interviews with six school principals and 24 teachers in primary education, six of whom are employed in pre-primary education. Although the results show a variety in reported assessment practices, there is no evidence for differences linked to schools’ pupil composition. This study emphasizes the crucial role of an assessment policy at the school level, as it serves as a condition for high-quality assessment practices that support effective teaching, while also responding to the challenges of diversity.

中文翻译：

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多样性背景下的评估政策和做法：消除紧张局势

毫无疑问，当今教师面临的挑战是使他们的教学实践适应当前课堂日益多样化的需求。由于有效的教学要求教学和评估实践保持一致，日益多样化的多样性也对教师的评估实践和学校的评估政策提出了挑战。本研究将探讨在学生群体多样化的学校中的这些做法和政策。为此，2017 年通过六所小学的案例研究收集了数据，其中三所小学的学生构成异质性，而三所小学的构成同质化。数据收集包括对 6 名校长和 24 名小学教师的访谈，其中 6 人受雇于学前教育。尽管结果显示报告的评估实践存在差异，但没有证据表明与学校学生构成有关的差异。本研究强调了评估政策在学校层面的关键作用，因为它是支持有效教学的高质量评估实践的条件，同时也应对多样性的挑战。