Multiplier event: Aiding Cultural Responsive Assessment in Schools (ACRAS)

This one day conference addresses the aim of the ACRAS project: to develop methods of culturally responsive assessment, which allow for differentiation and the contextualisation of learning in a culturally appropriate manner.

The conference is free of charge. Registration deadline September 21.

How can teachers develop assessment formats and tools that help them assess students’ prior knowledge and adapt their assessment strategies to diverse students? Illustration photo of teacher talking with group of students: colourbox.

How can teachers develop assessment formats and tools that help them assess students’ prior knowledge and adapt their assessment strategies to diverse students? Illustration photo: colourbox.

What is ACRAS?

ACRAS is a strategic partnership within the Erasmus+ programme. Within ACRAS we aim to investigate the various strategies schools and teachers use to assess migrant students. Throughout Europe schools become more diverse due to more migration. Using a collaborative approach including four European Universities, ACRAS will endeavour to develop a conceptual framework of best practice in educational assessment for minority and migrant students as well as supportive strategies (presented as a toolkit) to incorporate culturally responsive assessment in educators’ practice.

Developing methods for assessment

The theory of culturally responsive assessment suggests that ethnic minorities may suffer discrimination through the modes of assessment applied in schools. The effects can be particularly significant when the assessment tests knowledge, competence and ability at a point of transition which determines future life path or a rite of passage. Instead of a “one-fits-all” mentality ACRAS wants to develop methods of culturally responsive assessment which allow for differentiation and the contextualisation of learning in a culturally appropriate manner. What strategies do schools use and what challenges do they face in assessment of migrant students? How can teachers develop assessment formats and tools that help them assess students’ prior knowledge and adapt their assessment strategies to diverse students?

Who is this conference for?

The target group for this day-conference is teachers, principals, teacher educators, researchers, teacher students, school owners and administrators, staff at County Governor, ministries and directorates. Register by using the web form in the menu to the right.

We welcome you all to the first multiplier event for the ACRAS project where we will share insights from the first studies conducted within the ACRAS project.

Program

09.30 – 10.00      
Registration, Helga Engs hus

10.00 – 11.15   
Welcome Address
Rita Hvistendahl, Head, Department for Teacher Education and School Research, University of Oslo

Subject renewal and in-depth learning for all?
Sten Ludvigsen, Dean, Faculty of Educational Sciences, University of Oslo

A Continuing Personal Journey to Explore Culturally Responsive Evaluation and Assessment
(A Welcomed Stop in Oslo Norway)
Stafford Hood - Professor of Education, College of Education at the University of Illinois at Urbana-Champaign

Introduction and Background to ACRAS (Aiding Culturally Responsive Assessment in Schools)
Martin Brown - ACRAS Project coordinator, School of Policy and Practice, DCU Institute of Education, Ireland


11.15 – 11.45  Lunch and refreshments

11.45– 13.20 ACRAS outcomes
What previous research tells about assessment and migrant students
Guri A. Nortvedt - Department for Teacher Education and School Research, University of Oslo, Norway

What school leaders in Austria, Ireland, Norway and Turkey tell about assessment practices and challenges in their schools
Funda Nayir - Cankiri Karatekin University, Turkey

Outcome of case studies of assessment practices, challenges and experiences in secondary schools in Austria, Ireland, Norway and Turkey
Barbara Herzog-Punzenberger - Johannes Kepler University, Austria

Aiding culturally responsive assessment in schools: a conceptual framework
Joe O’Hara, Denise Burns
EQI, The Centre for Evaluation, Quality and Inspection, DCU Institute of Education, Ireland

13.20 - 13:45
A commentary to the ACRAS Project
Hedda B. Huuse, Norwegian Directorate for Education and Training

Questions and answers
Questions from the audience to the ACRAS team

13.45 - 14.00
Concluding remarks and ACRAS Moving Forward
Martin Brown - ACRAS Project coordinator, School of Policy and Practice, DCU Institute of Education, Ireland

Published Apr. 20, 2018 2:51 PM - Last modified Sep. 19, 2018 9:27 AM