Intercultural Education in the Post-Primary School - National Council ...

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7ASSESSMENT AND CULTURAL DIVERSITYAssessment is an essential element of the teaching and learningprocess. Its purposes include fostering learning, improving teachingand providing information about what has been done or achieved.PURPOSES OF ASSESSMENTAssessment takes different forms and canbe used in a variety of ways, such as toprovide feedback to students on theirprogress, to test and certify achievement(e.g. Junior and Leaving Certificate), todetermine the appropriate route forstudents to take through a differentiatedcurriculum or to identify specific areas ofdifficulty (or strength) for a given student.As with other elements of the teaching andlearning process, assessment also plays akey role in the building of a relationshipbetween teacher and student. If theassessment process is positive then studentsdevelop a sense that the teacher isinterested in them and they will beaffirmed and motivated through theprocess. Dealing with assessment requiresboth the ability to build relationships thatmakes the assessment experience positiveand formative for students, and anunderstanding of the purposes andmethods of assessment necessary to ensurethat accurate and useful conclusions can bedrawn to assist in future learning.Post-primary teachers are presented withthe additional challenge of preparingstudents for formal state examinations.Students for whom the language ofinstruction and assessment is not their firstlanguage require considerable supportfrom their subject teachers and from thelanguage support teacher in familiarisngthem with the various assessment methodsthat they will encounter and theexamination vocabulary commonly used.While students may now use dictionaries inthe Junior and Leaving CertificateExaminations (S23/05, Use of BilingualDictionaries in the CertificateExaminations), it is important that they arefamiliar with the use of dictionaries in theirclasswork and school assessments.90Intercultural Education in the Post Primary School
ASSESSMENT AND CULTURAL DIVERSITY 7In the past, the main purpose of assessmentthroughout post-primary schooling was tomeasure and rank what students hadlearned, and indeed this model is stillwidely used, particularly in formal stateexaminations. This model relies mainly onsummative assessement which givesstudents marks or grades based on howmuch they have learned or the knowledgeand skills they can demonstrate in anexamination at specific points during theirschooling. The emphasis is on products(the presentation of the ideas, facts, etc.)rather than on the process (how thestudents set about collecting, organisingand interpretating the information).Elizabeth Coelho, points to the limitationsof such a narrow approach:The measurement and ranking model isbased on an implicit belief that not allstudents have ‘what it takes’ to besuccessful, and the job of the school is tofind those who do, and to nurture them.Closer examination often shows that ‘whatit takes’ consists of proficiency in thelanguage of instruction, congruencebetween the cultural values andexperiences of the home and thosepromoted in the school, educated parents,and higher socioeconomic status.(Teaching and Learning in MulticulturalSchools - An Integrated Approach, 1998)While schools and teachers are now moreaware of the need to help all studentsattain high standards of academicachievement and they recognise thatstudents’ understanding, skills andachievements cannot be easily categorisedinto one box or summed up in a singlegrade, the predominance of writtenexaminations that are heavily weightedtowards knowledge recall make it difficultto measure students’ performance over aperiod of time.There is a growing awareness of the specialdifficulties associated with assessingstudents from minority and immigrantpopulations.Intercultural Education in the Post-Primary School 91
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INTERCULTURAL EDUCATION IN THE POST
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CONTENTSINTRODUCTIONiCHAPTER 1 The
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INTRODUCTIONEducation is therefore
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Chapter 2 articulates the major ele
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The Context of Intercultural Educat
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THE CONTEXT OF INTERCULTURAL EDUCAT
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SCHOOL PLANNING 3STUDENT COUNCILSAs
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SCHOOL PLANNING 3FIGURE 2: SCHOOL R
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SCHOOL PLANNING 3ensure this is add
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SCHOOL PLANNING 3environment, the l
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SCHOOL PLANNING 3• physical layou
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SCHOOL PLANNING 3PARENTAL INVOLVEME
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CLASSROOM PLANNING 4Use this exerci
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Page 129 and 130: GLOSSARYPositive profilingA form of
Page 131 and 132: BIBLIOGRAPHYIreland, Department of
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