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

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• the manageability of assessing numbersof students upon entry.The purpose of such an assessment is oftento develop a positive profile of the student,that is, a profile that outlines the range ofthe student’s capabilities. Given its holisticnature, the process of building a positiveprofile may be more intrusive than morelimited styles of initial assessment. It isessential that the relationship between theassessment and the student’s education ismade clear to both the student and theirparents or guardians. At the same time,such an assessment has the potential tobuild a positive relationship between thestudent and the school, and can build thestudent’s self-esteem and enhance theircapacity to engage in a constructive waywith the life of the school.Positive profiles are distinguished fromother forms of assessment by threefeatures.• Positive profiles are holistic, exploringthe full range of the student’s capacitiesand behaviours. Positive profiles mayinclude, among other things, a personsacademic attainments, their learningstyles, their communication skills, theirinterests and talents, their perceptualand motor skills, their social skills andtheir inter-personal and intra-personalawareness.• Positive profiles are built up througha range of different forms of datagatheringincluding observation,standardised and teacher-designedtesting, and consultation with otherpeople who know the student such asparents or guardians.Such profiles have a positive focus insofaras they record only what a student can do.This enables the development of a learningprogramme, which identifies what can betaught next. The student’s knowledge,strengths and interests can be drawn uponin the development of such a programme.100Intercultural Education in the Post-Primary School
ASSESSMENT AND CULTURAL DIVERSITY 7STANDARDISED TESTSThese tests may be used in post-primaryschools to either give an idea of thestudent’s performance when compared to abroader population (norm-referencedtests), or to provide data on a student’smastery of a body of material (criterionreferencedtests). Such tests have usuallybeen developed by assessment specialistsor by subject-area specialists and haveoften been developed through large-scalestudies of populations. Tests may assume alevel of culturally specific knowledge orcapacity, and may therefore give a basis forfalse judgements for those whose culturediffers from the population used indesigning the test.It is important that teachers and schoolmanagement consider the student’s culturaland linguistic background wheninterpreting the results of such tests.Student’s for whom the language ofassessment is not their first language arelikely to be disadvantaged by such tests.It is advisable to consider the results ofstandardised tests for culturally orlinguistically diverse students inconjunction with other assessment methodsthat help to build up a positive profile ofthe student.Intercultural Education in the Post-Primary School 101
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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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CLASSROOM PLANNING 4attitudes; unfa
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CLASSROOM PLANNING 4The resource sh
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CLASSROOM PLANNING 4Care should be
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CLASSROOM PLANNING 4CHECKLIST: WHAT
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CLASSROOM PLANNING 4“ Intercultur
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Page 129 and 130: GLOSSARYPositive profilingA form of
Page 131 and 132: BIBLIOGRAPHYIreland, Department of
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Page 138: NCCANational Council for Curriculum
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