Teachers' views and practices on the role of linguistic and cultural diversity in assessment

Linguistically and culturally responsive assessment is key in addressing growing global issues such as educational inequity. Although research has been conducted on pupils’ performance in assessments that include linguistic accommodations and on culturally responsive assessment practices, there is a gap in the literature on teachers’ views and practices on linguistic and cultural diversity in assessment, particularly in international school settings. Based on semi-structured interviews with in-service teachers (n = 11), this exploratory study therefore aimed to gain insights into the extent to which linguistic and cultural diversity are considered in assessment practices in international primary schools. A content analysis revealed that most participants claim to consider linguistic and cultural diversity in their formative assessments, though there is a lack of awareness of the potential of testing accommodations in adapting summative assessments. The findings also suggest that participants’ willingness and ability to consider cultural diversity in assessment are more developed than for linguistic diversity. Further research that employs a mixed-methods longitudinal approach is required to gain a deeper understanding of what types of linguistically and culturally responsive assessments primary teachers implement to improve inclusion, their attitudes towards testing accommodations, and how their practices evolve over time.