Reconceptualizing evaluation and assessment from a culturally responsive standpoint – An Irish perspective

Joe O'Hara; Gerry McNamara; Martin Brown; Shivaun O'Brien; Denise Burns; Sarah Gardezi

doi:10.1002/ev.20569

journal article Open Access Dec 01, 2023

Reconceptualizing evaluation and assessment from a culturally responsive standpoint – An Irish perspective

Joe O'Hara

Gerry McNamara

Martin Brown

Shivaun O'Brien Denise Burns Sarah Gardezi

New Directions for Evaluation Vol. 2023 No. 180 pp. 65-71 · Wiley

View at Publisher Save 10.1002/ev.20569

Abstract

AbstractThis article explores the impact that Professor Stafford Hood had on the development of culturally responsive evaluation and assessment (CRE/A) in Ireland. Starting with a brief outline of the demographic and cultural changes that have happened in Ireland since the mid‐1990s, the article discusses the initial encounters with Professor Hood and his introduction of the theories, practice and praxis of CRE/A to a group of Irish scholars. This engagement was formalized by the establishment of the CREA‐Dublin, hosted in Dublin City University. The article examines how CREA‐Dublin has used the culturally responsive lens to critique evaluation, assessment, and quality assurance practices within Ireland and across the European Union (EU). Outlining the impact of several major EU funded projects as well as locally initiated research, the article concludes by highlighting the centrality of Professor Hood as a scholar and an individual to the transformation of research and practice in the fields of evaluation and assessment on the island of Ireland and beyond.

Topics

No keywords indexed for this article. Browse by subject →

References

38

[1]

10.1080/13603116.2023.2175269

[2]

Altrichter H. A.(2023).Schools and community actors collaborating to respond to cultural diversity report produced as part of the Inter Cultural Community Evaluation and Planning (ICCEP) supported by Erasmus+ 2020 Key Action 2 (KA2) Strategic Partnerships Project(Ref.No. KA201‐ 2020‐1‐IE01‐KA201‐066074).ICCEP EQI Dublin City University.https://iccepeu.com/dcu/

[3]

Barrett M. (2014)

[4]

10.1007/978-3-030-32284-7_9

[5]

10.1080/03323315.2010.498566

[6]

10.1177/1741143217739360

[7]

10.1177/1356389019895031

[8]

10.1177/1365480219895167

[9]

10.1177/14782103211040909

[10]

Central Statistics Office. (2017April 6).Census 2016 summary results[Press release].https://www.cso.ie/en/csolatestnews/presspages/2017/census2016summaryresults‐part1/

[11]

Central Statistics Office. (2022August 24).Population and migration estimates[Press release].https://www.cso.ie/en/releasesandpublications/ep/p‐pme/populationandmigrationestimatesapril2022/keyfindings/

[12]

Department of Education and Skills. (2022June).A guide to inspection in post‐primary schools. [Press release]https://assets.gov.ie/25258/e2f3707cfb3448db8cb0752613d031bd.pdf

[13]

European Union. (2021).Overall figures of immigrants in European society[Press release].https://ec.europa.eu/info/strategy/priorities‐2019‐2024/promoting‐our‐european‐way‐life/statistics‐migration‐europe_en

[14]

Eurostat. (2023April 29)Children in migration[Press release].https://ec.europa.eu/eurostat/statistics‐explained/index.php?title=Children_in_migration_‐_asylum_applicants#Development_from_2012_to_2022

[15]

Frierson H. (2002)

[16]

School inspections: a rhetoric of quality or reality?

Sarah Gardezi, Gerry McNamara, Martin Brown et al.

Frontiers in Education 10.3389/feduc.2023.1204642

[17]

10.1016/j.tate.2008.07.008

[18]

Harrison K. "Evaluating the level of student and teacher involvement in second‐level school processes and participation in decision making: An Irish case study" Italian Journal of Sociology of Education (2020)

[19]

10.1002/ev.1163

[20]

10.1002/ev.33

[21]

10.1002/ev.113

[22]

10.1002/ev.20097

[23]

10.1002/ev.20311

[24]

Hood S.(2018b September 25).A continuing personal journey to explore culturally responsive evaluation and assessment (a welcomed stop in Oslo Norway)[Conference Presentation]. Aiding culturally responsive assessment in school (ACRAS) project conference Oslo Norway.

[25]

10.1002/9781119171386.ch12

[26]

Toward a Theory of Culturally Relevant Pedagogy

Gloria Ladson-Billings

American Educational Research Journal 10.3102/00028312032003465

[27]

10.1016/j.stueduc.2005.11.003

[28]

10.1080/00220620.2021.1985439

[29]

10.1177/1356389016684248

[30]

10.1007/s11092‐015‐9218‐5

[31]

10.1007/s43545‐023‐00648‐0

[32]

O'Hara J. (2014)

[33]

O'Hara J. (2021)

[34]

10.4324/9781315237473

[35]

Spencer‐Oatey H. "11. The impact of culture on interpreter behaviour" Handbook of Intercultural Communication (2008)

[36]

10.1080/14681366.2021.1979086

[37]

10.1016/0191-491x(76)90004-3

[38]

10.1177/1098214020983926

Metrics

3

Citations

38

References

Details

Published: Dec 01, 2023
Vol/Issue: 2023(180)
Pages: 65-71
License: View

Authors

J

Joe O'Hara