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

formal tests that can be employed inclassroom-based assessment, such as oneto-oneinterviews, student journals,students making a presentation/demonstration, or observation of studentscompleting tasks and showing certainskills. For example, in one-to-oneinterviews a teacher can ask a student toshow comprehension or knowledge usingconcrete or visual stimuli, e.g. point to….,show me…. etc. Assessment throughobservation can be a useful way of seeing avariety of skills or aptitudes in action, e.g.interpersonal skills, team-work andcooperation skills, listening skills, problemsolvingskills, technical skills etc. However,care should be taken not to misunderstandcultural traits. For example, if a student isnot actively involved in group-work thismight simply be due to the fact that activelearning is not a familiar method oflearning in the student’s country of origin.Assessment for learningRecent advances in our knowledge of howlearning takes place and how learnersmake their way through classroomactivities have led to new understandingsof the importance of assessment in thepromotion of learning. Some of thisresearch is of particular interest forintercultural education as the focus inassessment activity begins to move from anemphasis on the assessment of learning toinclude assessment for learning; providingfeedback to learners on how to improvetheir learning and familiarising them witha range of assessment methods andassessment vocabulary in a positive way.Assessment for learning and assessment oflearning are not opposing or contradictorypractices. While the assessment of learningwill always have a place in education andin classroom and school practice, thedevelopment of assessment for learningoffers new opportunities for teachers.This approach has been particularlysuccessful in improving the motivation andperformance of students, includingexamination performance (William andBlack), who were not achieving to theirpotential. It is an approach that may alsobenefit students coming from diversecultural and linguistic backgroundsbecause of its emphasis on theteacher/student reviewing learning together,the belief that every pupil can improve, thebuilding of self-esteem, and the provisionof ongoing feedback and encouragement.Furthermore, assessment for learningenables teachers to assess and recognise adiverse range of achievements so that alllearners can have efforts recognised.This approach is also useful in assessingthe prior skills and learning of newcomersto a class. It enables teachers to establishprior learning in a way that is positive andnon-judgmental and the focus is on movingthe new student forward to develop newskills and learning.For more on assessment for learning seewww.ncca.ie/junior cycle review.The main features of assessment oflearning and assessment for learning are setout opposite.96Intercultural Education in the Post-Primary School