Promoting cultural responsiveness: Teachers constructs of an assessment classroom environment for ethnic minority students in Hong Kong secondary schools

Ming Tak Hue, Kerry John Kennedy

Research output: Contribution to journalArticlepeer-review

17 Citations (Scopus)

Abstract

Many Hong Kong schools are concerned about how diverse learning needs of ethnic minority students could be better fulfilled. This study examines local teachers constructs of assessment classroom environments. Using qualitative data collected from semi-structured interviews with 32 teachers from three secondary schools, this study shows ways in which summative assessment influences teachers formative assessment practices. Cultural responsiveness in this study is not limited to the notion of multiculturalism. It can be constructed under the ethos of respect, care and equality. The culturally responsive approach to assessment described in this study foregrounds considerations of cultural influence in teachers beliefs regarding assessment. Principles of culturally responsive assessment identified include: (i) integrating the part of assessment with the whole of teaching, (ii) managing the diverse learning needs of students, (iii) removing language barriers from the assessment process and (iv) examining the influence of the public examination on teachers classroom assessment practice.

Original languageEnglish
Pages (from-to)289-304
Number of pages16
JournalTeachers and Teaching: Theory and Practice
Volume21
Issue number3
DOIs
Publication statusPublished - 3 Apr 2015
Externally publishedYes

Keywords

  • Assessment
  • Cultural responsiveness
  • Diversity
  • Ethnic minority

ASJC Scopus subject areas

  • Education
  • Arts and Humanities (miscellaneous)

Fingerprint

Dive into the research topics of 'Promoting cultural responsiveness: Teachers constructs of an assessment classroom environment for ethnic minority students in Hong Kong secondary schools'. Together they form a unique fingerprint.

Cite this