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

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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
ASSESSMENT AND CULTURAL DIVERSITY 7Assessment of learningAssessment for learning• happens after the learning takes place• information is gathered by the teacher• information is usually transformedinto marks or grades• compares performance with theperformance of others• looks back on past learning• focuses on the individual• often plays a significant role onselection.• is an integral part of the learning process• information is shared with the learner• information is available on the qualityof learning• compares performance with aims andobjectives is important• looks forward to the next stage oflearning• focuses on the individual and on groups• outcomes are focused onprogressing learning.Performance-based assessmentThe use of performance-based assessmentinvolves the following:• Showing the learners a variety ofexamples of good performance - samplework reports, student journals, projects,essays, practical work, videotapes oforal presentations, etc.• Encouraging students to discuss whythese samples show good performanceand so agree the criteria for goodperformance.• Providing opportunities for students tomodel good performance themselveswith teacher guidance and support.• Providing positive feedback on theprocess of learning as well as theproduct.• Allowing students to assess their ownwork and submit the best examples aspart of summative assessment.Self-assessmentOne of the most important components ofassessment for learning is the use ofstudent self-assessment. Self-assessment,with clearly defined aims and criteria canenable students to identify their ownstrengths and weaknesses as learners, toevaluate progress they have made, and tosuggest steps for improvement. Moststudents enjoy well-planned and carefullystructured self-assessment activities. Theycan be a motivation for students and canencourage self-directed learning.Suggestions for improvement are integralto the self-assessment process, but it isimportant that students make their ownsuggestions as to how they might improve.This involvement of the student in theassessment strategy will by its nature be alearning process for teachers and studentsalike. It will involve a new way of lookingat assessment to facilitate learning and toengage parents/guardians and the studentin achieving their own goals and targets.Intercultural Education in the Post-Primary School 97
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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 3PARENTAL INVOLVEME
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