Across the world, teachers’ classroom assessment tasks and responsibilities are becoming more diverse due to increased migration. In this review, we address how migrant students are affected by assessment, both summative and formative, at the classroom level, with a focus on culturally responsive assessment (CRA). Previous research has shown that CRA practices mainly occur in student-centred classrooms. Furthermore, both student and teacher beliefs about teaching and learning might negatively affect migrant students’ opportunities to engage in assessment situations. Teaching and assessment practices should be negotiated and aligned with and included in classroom norms to be culturally responsive. We propose that what is generally considered a valid and reliable assessment practice might need to be adjusted to account for students’ cultural ways of knowing and participating and how this is expressed and communicated within the classroom.

中文翻译：

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在全球化的世界中帮助学校进行文化响应评估

在世界各地，由于移民的增加，教师的课堂评估任务和责任变得更加多样化。在这篇评论中，我们讨论了流动学生如何在课堂层面受到总结性和形成性评估的影响，重点是文化响应评估 (CRA)。先前的研究表明，CRA 实践主要发生在以学生为中心的课堂中。此外，学生和教师关于教与学的信念可能会对流动学生参与评估情境的机会产生负面影响。教学和评估实践应与课堂规范进行协商和调整，并纳入课堂规范，以适应文化。