Migrant students’ experiences with and perceptions of assessment in Norwegian lower secondary schools

Abstract

ABSTRACT This study explored how 12 lower secondary school students with migrant backgrounds experienced and perceived assessment in Norwegian lower secondary schools. Interviews were conducted to understand their perceptions of assessments, of the feedback they received through these assessments, and of the ways in which their teachers adapted assessments and assessment situations to meet their individual needs. The students reported diverse experiences with the assessment criteria and formats and explained how their teachers’ adaptions made in the assessments and assessment situations helped them demonstrate their competence and made them feel included. The assessment aspects they perceived as challenging included demonstrating their knowledge using the language of instruction, understanding how to participate and using assessment to further learning. Our findings suggest that teachers must develop students’ assessment literacy by actively teaching them how to demonstrate their knowledge and understanding through classroom participation and by explaining how feedback can improve their learning. Such actions will also help make assessment practices more inclusive and equitable.