Abstract
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.
Similar content being viewed by others
References
Abedi, J. (2014). The use of computer technology in designing appropriate test accommodations for English language learners. Applied Measurement in Education, 27(4), 261–272.
Agirdag, O., & Van Houtte, M. (2011). A tale of two cities bridging families and schools. Educational Leadership, 68(8), 42–46.
Aguirre, J., & Speer, N. M. (1999). Examining the relationship between beliefs and goals in teacher practice. The Journal of Mathematical Behavior, 18(3), 327–356.
Ainscow, M. (2007). Teacher development in responding to student diversity: The way ahead. Paper presented at the Responding to student diversity. Teacher education and classroom practice. Proceedings of the International Conference on Teacher Education for Responding to Student Diversity.
Akintade-Ogunleye, O. (2012). Special education in the first decade of no child left behind legislation: Patterns of student performance and teachers' perceptions in one school district. University of Redlands
Aschbacher, P., & Alonzo, A. (2006). Examining the utility of elementary science notebooks for formative assessment purposes. Educational Assessment, 11(3–4), 179–203.
Banks, J., & al. (2007). Teaching diverse learners. In L. Darling-Hammond & J. Bransford (Eds.), Preparing teachers for a changing world. San Fransisco.
Birenbaum, M. (2014). Conceptualizing assessment culture in school. In Designing assessment for quality learning (pp. 285–302). Dordrecht: Springer.
Birenbaum, M. (2016). Assessment culture versus testing culture: The impact on assessment for learning. In Assessment for learning: Meeting the challenge of implementation (pp. 275–292). Springer, Cham.
Birenbaum, M., Kimron, H., & Shilton, H. (2011). Nested contexts that shape assessment for learning: School-based professional learning community and classroom culture. Studies in Educational Evaluation, 37(1), 35–48.
Black, P. (2012). Formative and summative aspects of assessment: Theoretical and research foundations in the context of pedagogy. SAGE Handbook of Research on Classroom Assessment: SAGE Publications.
Black, P., & Wiliam, D. (2005). Lessons from around the world: How policies, politics and cultures constrain and afford assessment practices. The Curriculum Journal, 16(2), 249–261.
Bonner, S. M. (2016). Teachers' perceptions about assessment: Competing narratives. In G. T. L. Brown & L. R. Harris (Eds.), Handbook of human and social conditions in assessment. London: Routledge.
Cassell, C., & Symon, G. (2004). Essential guide to qualitative methods in organizational research. London: Sage Publications.
Clark, I. (2012). Formative assessment: Assessment is for self-regulated learning. Educational Psychology Review, 24(2), 205–249.
Cohen, L., Manion, L., & Morrison, K. (2007). Research methods in education (6th ed.). London: Routledge.
Coubergs, C., Struyven, K., Vanthournout, G., & Engels, N. (2017). Measuring teachers’ perceptions about differentiated instruction: The DI-Quest instrument and model. Studies in Educational Evaluation, 53, 41–54.
Dann, R. (2014). Assessment as learning: Blurring the boundaries of assessment and learning for theory, policy and practice. Assessment in Education: Principles, Policy & Practice, 21(2), 149–166.
De Backer, F., Van Avermaet, P., & Slembrouck, S. (2017). Schools as laboratories for exploring multilingual assessment policies and practices. Language and Education, 31(3), 217–230.
Dierick, S., Dochy, F., & van de Watering, G. A. (2001). Assessment in het hoger onderwijs: over de implicaties van nieuwe toetsvormen voor de edumetrie. Tijdschrift voor Hoger Onderwijs, 19(1), 2–18.
Duncan, C. R., & Noonan, B. (2007). Factors affecting teachers’ grading and assessment practices. Alberta Journal of Educational Research, 53(1).
Duncan, C., Noonan, B., Simon, M., Tierney, R., Forgette-Giroux, R., & Hachey, K. (2009). Comparing grading practices between secondary mathematics teachers in Ontario and Saskatchewan. Unpublished Manuscript, Canadian Educational Research Association, Canadian Society for the Study of Education, University of Ottawa, Ottawa.
Earl, L. M. (2003). Assessment as learning: Using classroom assessment to maximize student learning. London: Sage Publications.
Ercikan, K., & Solano-Flores, G. (2016). Section discussion: Assessment and sociocultural context: A bidirectional relationship. In G. T. L. Brown & L. R. Harris (Eds.), Handbook of human and social conditions in assessment. London: Routledge.
Ertmer, P. A., & Newby, T. J. (2013). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance Improvement Quarterly, 26(2), 43–71.
Flemish Ministry of Education. (2014). M-Decreet [Measures for Children with Special Educational Needs]. Retrieved May 20, 2020 from https://onderwijs.vlaanderen.be/nl/grote-lijnen-van-het-m-decreet. Accessed 20 May 2020.
Fulmer, G. W., Lee, I. C., & Tan, K. H. (2015). Multi-level model of contextual factors and teachers’ assessment practices: An integrative review of research. Assessment in Education: Principles, Policy & Practice, 22(4), 475–494.
Gottheiner, D. M., & Siegel, M. A. (2012). Experienced middle school science teachers’ assessment literacy: Investigating knowledge of students’ conceptions in genetics and ways to shape instruction. Journal of Science Teacher Education, 23(5), 531–557.
Griffiths, T., Gore, J., & Ladwig, J. (2006). Teachers’ fundamental beliefs, commitment to reform and the quality of pedagogy. Paper presented at the Proceedings Australian Association for Research in Education Annual Conference.
Harris, L. R., & Brown, G. T. L. (2016). The human and social experience of assessment: Valuing the person and context. In L. R. Harris & G. T. L. Brown (Eds.), Handbook of human and social conditions in assessment. London: Routledge.
Havnes, A., Smith, K., Dysthe, O., & Ludvigsen, K. (2012). Formative assessment and feedback: Making learning visible. Studies in Educational Evaluation, 38(1), 21–27.
Jacobs, D., Rea, A., & Teney, C. (2009). De sociale lift blijft steken. De prestaties van allochtone leerlingen in de Vlaamse Gemeenschap en de Franse Gemeenschap [The social lift stops working. The performance of immigrant pupils in the Flemish Community and the French Community]. Brussels: Koning Boudewijnstichting.
James, M. (2006). Assessment, teaching and theories of learning. In J. Gardner (Ed.), Assessment and learning (pp. 47–60). London: Sage.
Kelchtermans, G. (2006). Teacher collaboration and collegiality as workplace conditions. A review. Zeitschrift fur padagogik, 52(2), 220.
Lee, H., Feldman, A., & Beatty, I. D. (2012). Factors that affect science and mathematics teachers’ initial implementation of technology-enhanced formative assessment using a classroom response system. Journal of Science Education and Technology, 21(5), 523–539.
McMillan, J. H., Myran, S., & Workman, D. (2002). Elementary teachers' classroom assessment and grading practices. The Journal of Educational Research, 95(4), 203–213.
Moon, T. R. (2005). The role of assessment in differentiation. Theory Into Practice, 44(3), 226–233.
Moon, T. R. (2016). Differentiated instruction and assessment: An approach to classroom assessment in conditions of student diversity. In G. T. L. Brown & L. R. Harris (Eds.), Handbook of human and social conditions in assessment (pp. 284–301). New Yord: Routledge.
Mortelmans, D. (2013). Handboek kwalitatieve onderzoeksmethoden: Acco.
Nayir, F., Brown, M., Burns, D., Joe, O. H., McNamara, G., Nortvedt, G., et al. (2019). Assessment with and for migration background students-cases from Europe. Eurasian Journal of Educational Research, 19(79), 39–68.
Ní Chróinín, D., & Cosgrave, C. (2013). Implementing formative assessment in primary physical education: Teacher perspectives and experiences. Physical Education and Sport Pedagogy, 18(2), 219–233.
OECD (2013). PISA 2012 results in focus. What 15-year-olds know and what they can do with what they know. Retrieved May 20, 2020, from https://www.oecd.org/pisa/keyfindings/pisa-2012-results-overview.pdf. Accessed 20 May 2020.
Pangatungan, M. (2018). The impact of read-aloud accommodations of fourth-and fifth-grade elementary students with and without learning impairment: A descriptive case study.
Penninckx, M., Vanhoof, J., & Van Petegem, P. (2011). Evaluatie in het Vlaamse onderwijs. Beleid en praktijk van leerling tot overheid. Antwerpen-Apeldoorn: Garant.
Phelan, J. C., Choi, K., Niemi, D., Vendlinski, T. P., Baker, E. L., & Herman, J. (2012). The effects of assessments on middle-school students’ math performance. Assessment in Education: Principles, Policy & Practice, 19(2), 211–230.
Remesal, A. (2007). Educational reform and primary and secondary teachers' conceptions of assessment: The Spanish instance, building upon Black and Wiliam. The Curriculum Journal, 18(1), 27–38.
Remesal, A. (2011). Primary and secondary teachers’ conceptions of assessment: A qualitative study. Teaching and Teacher Education, 27(2), 472–482.
Rubin, H. J., & Rubin, I. S. (2012). Qualitative interviewing. The art of hearing data (3th ed.). London: Sage Publications.
Sach, E. (2015). An exploration of teachers' narratives: What are the facilitators and constraints which promote or inhibit ‘good’formative assessment practices in schools? Education 3–13, 43(3), 322–335.
Sato, K., & Kleinsasser, R. C. (2004). Beliefs, practices, and interactions of teachers in a Japanese high school English department. Teaching and Teacher Education, 20(8), 797–816.
Schissel, J. L. (2014). Classroom use of test accommodations: Issues of access, equity, and conflation. Current issues in language planning, 15(3), 282–295.
Schunk, D. H. (2012). Learning theories an educational perspective sixth edition: Pearson.
Shepard, L. A. (2000). The role of assessment in a learning culture. Educational Researcher, 29(7), 4–14.
Shewbridge, C., Hulshof, M., Nusche, D., & Stoll, L. (2011). School Evaluation in the Flemish Community of Belgium. Retrieved May 20, 2020, fromhttp://www.oecd.org/education/school/49177884.pdf. Accessed 20 May 2020.
Shohamy, E. (2001). The power of tests. A critical perspective on the uses of language tests. Harlow: Longman.
Smith, P. L., & Ragan, T. J. (1999). Instructional design. New York: Wiley.
Stevens, P. A. (2007). Exploring the importance of teachers' institutional structure on the development of teachers' standards of assessment in Belgium. Sociology of Education, 80(4), 314–329.
Tierney, R. (2013). Fairness in classroom assessment. In J. H. Mc Millan (Ed.), Handbook of research on classroom assessment (pp. 125–141). Thousand Oaks: Sage.
Timperley, H. S. (2005). Distributed leadership: Developing theory from practice. Journal of Curriculum Studies, 37(4), 395–420.
Tomlinson, C. A. (2005). Grading and differentiation: Paradox or good practice? Theory Into Practice, 44(3), 262–269.
Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., Conover, L. A., & Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27(2–3), 119–145.
Tyler, R. W. (2013). Basic principles of curriculum and instruction. University of Chicago press.
UNESCO. (1994). The Salamanca statement and framework for action on special needs education. Salamanca: United Nations Educational Scientific and Cultural Organization.
United Nations. (1993). Standard rules on the equalisation of opportunities for persons with disabilities. New York: United Nations.
Van Avermaet, P., Van Houtte, M., & Van den Branden, K. (2011). Promoting equity and excellence in education. An overview. In K. Van den Branden, P. Van Avermaet, & M. Van Houtte (Eds.), Equity and excellence in education. towards maximal learning opportunities for all students (pp. 1–20). New York, Routledge.
Van Avermaet, P., Agirdag, O., Slembrouck, S., Struys, E., Van de Craen, P., Van Houtte, M., . . . & Van Hulle, E. (2016). MARS: Meertaligheid Als Realiteit op School. Onderzoek in opdracht van het Vlaams Ministerie van Onderwijs en Vorming.
Van Bruggen, J. C. (2010). Inspectorates of education in Europe; some comparative remarks about their tasks and work. Brussels: SICI.
Vescio, V., Ross, D., & Adams, A. (2008). A review of research on the impact of professional learning communities on teaching practice and student learning. Teaching and Teacher Education, 24(1), 80–91.
Vygotsky, L. S. (1980). Mind in society: The development of higher psychological processes. Harvard university press.
Wang, M. C., & Zollers, N. J. (1990). Adaptive instruction: An alternative service delivery approach. Remedial and Special Education, 11(1), 7–21.
Wiliam, D. (2011). What is assessment for learning?. Studies in Educational Evaluation 37 (1):3–14
Wolf, M. K., Kim, J., & Kao, J. (2012). The effects of glossary and read-aloud accommodations on English language learners’ performance on a mathematics assessment. Applied Measurement in Education, 25(4), 347–374.
York-Barr, J., & Duke, K. (2004). What do we know about teacher leadership? Findings from two decades of scholarship. Review of Educational Research, 74(3), 255–316.
Author information
Authors and Affiliations
Corresponding author
Additional information
Publisher’s note
Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
Rights and permissions
About this article
Cite this article
Ysenbaert, J., Van Houtte, M. & Van Avermaet, P. Assessment policies and practices in contexts of diversity: unravelling the tensions. Educ Asse Eval Acc 32, 107–126 (2020). https://doi.org/10.1007/s11092-020-09319-7
Received:
Accepted:
Published:
Issue Date:
DOI: https://doi.org/10.1007/s11092-020-09319-7