Global mobility and economic and political crises in some parts of the world have fuelled migration and brought new constellations of 'cultural diversity' to European classrooms (OECD 2019). This produces new challenges for teaching, but also for assessment in which cultural biases may have far-reaching consequences for the students' further careers in education, occupation and life. After considering the concept of and current research on 'culturally responsive assessment', we use qualitative interview data from 115 teachers and school leaders in 20 lower secondary schools in Austria, Ireland, Norway and Turkey to explore the thinking about diversity and assessment practices of teachers in the light of increasing cultural diversity. Findings suggest that 'proficiency in the language of instruction' is the main dimension by which diversity in classrooms is perceived. While there is much less reference to 'cultural differences' in our case studies, we found many teachers in case schools trying to adapt their assessment procedures and grading in order to help students from diverse backgrounds to show their competencies and to experience success. However, these responses were, in many cases, individualistic rather than organised by the school or regional education authorities and were also strongly influenced and at times, limited by government-mandated assessment regimes that exist in each country. The paper closes with a series of recommendations to support the further development of a practicable and just practice of culturally responsive assessment in schools.

Across the world, teachers’ classroom assessment tasks and responsibilities are becoming more diverse due to increased migration. In this review, we address how migrant students are affected by assessment, both summative and formative, at the classroom level, with a focus on culturally responsive assessment (CRA). Previous research has shown that CRA practices mainly occur in student-centred classrooms. Furthermore, both student and teacher beliefs about teaching and learning might negatively affect migrant students’ opportunities to engage in assessment situations. Teaching and assessment practices should be negotiated and aligned with and included in classroom norms to be culturally responsive. We propose that what is generally considered a valid and reliable assessment practice might need to be adjusted to account for students’ cultural ways of knowing and participating and how this is expressed and communicated within the classroom.

SAMMENDRAGI artikkelen diskuteres hva som kjennetegner en profesjonell laererutdanning. I internasjonal forskning om profesjonsutdanning, er forholdet mellom de tre aristoteliske kunnskapsformene episteme, techne og fronesis satt på dagsordenen og blir diskutert og problematisert. Artikkelens teoretiske utgangspunkt fokuserer integrasjonen mellom disse tre kunnskapsformene der fronesis, forstått som praktisk klokskap, blir viet saerlig oppmerksomhet. Når denne kunnskapsformen nå blir fokusert i internasjonal forskning, er det fordi den er sett på som et motsvar til en økende instrumentell rasjonalitet som synes å innta en stadig sterkere posisjon i ulike profesjonsutdanninger.Den teoretiske dimensjonen i artikkelen blir drøftet og sammenlignet med et empirisk materiale som viser hvilke kunnskapsformer som blir vurdert som saerlig viktige blant laererstudenter i deres utvikling av profesjonalitet. I artikkelen diskuteres også hvordan fronesis kan komme til uttrykk og integreres på ulike laeringsarenaer. Her drøftes forholdet mellom auditoriet som laeringsarena og fronesis som kunnskapsform, likeså fokuseres seminaret som laeringsarena for utvikling av fronesis. Den tredje laeringsarenaen som vies oppmerksomhet, er skolen som praksisfelt. Også her drøftes hvordan fronesis kan ivaretas og videreutvikles i en profesjonell laererutdanning.Avslutningsvis er spørsmålet hvordan fremtidens laererutdanning i større grad skal kunne fremme en fronesisk kunnskapsform og kommunisere betydningen av den til laererstudenter og fremtidens laerere.Nøkkelord profesjonalitet, profesjonsutvikling, integrasjon av kunnskapsformer, fronesis, laeringsarenaer

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Previous research has shown that adults from migrant backgrounds often have lower numeracy competence than do their majority counterparts, even though many were educated in their host country. Leaving secondary education with lower levels of numeracy competence than majority students potentially makes migrant students vulnerable as adults, as the lack of numeracy competence can negatively impact their opportunities to participate in work-life and society, in addition to affecting their everyday lives. Thus, it is vitally important to understand how mathematics education at the compulsory level can offer migrant students opportunities to develop numeracy competence. This paper presents a case study of four Norwegian lower secondary mathematics teachers. These teachers were asked to reflect on their classroom practices and on how they adapt teaching and assessment situations to migrant students. Our findings show that the teachers valued diversity in their classrooms and that their teaching was student-centred, focused on assessment for learning and problem-solving practices. These are potential building blocks for culturally responsive teaching. However, the teachers mainly focused on language issues, while cultural aspects of classroom participation and mathematical activity were neglected. This paper argues that such views may potentially hinder the provision of equal opportunities for all students to become numerate and, therefore, may contribute to maintaining migrant students—and the migrant adults they will become—as a vulnerable group.