Module 2: Assessment of students with migrant backgrounds

An initial assessment of newly arrived migrant students is not widely carried out and is rarely comprehensive in Europe. These elements usually contribute either to decisions on how to place the students in schools and/or to provide learning support to meet their needs.

What is this module about?

This module is designed to raise educators’ awareness about varied types of barriers and inequalities the dominant educational assessment practices pose to students with migrant backgrounds and to develop their professional competences to implement culturally responsive assessments. Through reflective practices on their own experiences, educators are invited to consider possible pitfalls for students and respond to the ideological assumptions they sustain about school communication, competence, learning and assessment. We discuss pedagogical approaches that exploit students’ cultural diversity as a resource for learning and provide the potential for the implementation of culturally sensitive assessments.

The module aims to provide important knowledge and skills that will potentially support teachers to reconsider their assessment theory and practice to meet the requirements of social justice principles. Ιn this sense, it contributes to the educators’ professional development for intercultural competence and culturally responsible assessment.

What is the aim of this module

  • Explore what conceptual tools and pedagogical strategies are needed for designing culturally sensitive assessments for learning.
  • Reflect on our teaching regarding culturally sensitive assessments.
  • Explore how culturally sensitive assessments for learning can help to integrate students with a migrant background in European schools.


  • Gupta, K. (2011). A practical guide to needs assessment. John Wiley & Sons.
  • Sleezer, C. M., Russ‐Eft, D. F., & Gupta, K. (2015). Learning, training, and performance timeline: A walk through history. Performance Improvement, 54(2), 7-15.
  • Tsokalidou, R., & Skourtou, E. (2020). Translanguaging as a culturally sustaining pedagogical approach: Bi/Multilingual educators’ perspectives. Inclusion, Education and Translanguaging, 219.
  • Hesson, S., Seltzer, K., & Woodley, H. H. (2014). Translanguaging in curriculum and instruction: A CUNY-NYSIEB guide for educators. New York: CUNY-NYSIEB.
  • Nayir, F., Brown, M., Burns, D., Joe, O. H., Mcnamara, G., Nortvedt, G., ... & Wiese, E. F. (2019). Assessment with and for migration background students-cases from Europe. Eurasian Journal of Educational Research, 19(79), 39-68.
  • Nortvedt, G. A., Wiese, E., Brown, M., Burns, D., McNamara, G., O’Hara, J., ... & Taneri, P. O. (2020). Aiding culturally responsive assessment in schools in a globalising world. Educational Assessment, Evaluation and Accountability, 32(1), 5-27.
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Module Includes

  • 3 Lessons
  • 7 Topics
  • 1 Quiz