Today Nordic Journal of Comparative and International Education published my article which explores and compares Danish and Icelandic student teachers perspectives on culturally responsive assessment. The article answers the following research questions:

• What are the perspectives and experiences of student teachers regarding the implementation of assessment practices that are suitable for children from diverse cultural backgrounds?
• What are the similarities and differences in the participants’ perspectives between Denmark and Iceland?
• How do Danish and Icelandic student teachers perceive the support and training provided by their respective teacher education programmes in preparing them for utilising culturally responsive assessment?

The article is published open access (free to everyone to read and download)!

ABSTRACT

This paper explores and compares student teachers’ experiences and perspectives on culturally responsive assessment in compulsory schooling in Denmark and Iceland. The study’s theoretical framework draws on scholarship on culturally responsive assessment. The data was derivedfrom fourteen interviews with Danish student teachers and ten interviews with Icelandic student teachers. As per the selection criteria, all participants had to be in the final stages of their education process, meaning they had completed their on-site schoolteacher training and most courses in their teacher educationprogramme. During the interviews, the participants reflected on pre-instructional, formative, and summative assessment practices with cultural diversity in mind. Furthermore, they discussed the importance of assessing children’s well-being. In both countries, the participants demonstrated positive attitudes towards cultural diversity and expressed awareness of considering children’s cultural and linguistic backgrounds when assessing them. On the other hand, most participants expressed criticism of their teacher education programmes for lacking attention to the topic of culturally responsive assessment, which resulted in their rudimentary understanding of the theoretical underpinnings.