Publication Title
National FORUM of Multicultural Issues Journal
Document Type
Article
Abstract/Description
The preponderance of literature suggests that culturally and linguistically diverse (CLD) learners demonstrate unexpected underachievement in academic areas, mainly due to educators’ inability to differentiate between students’ cultural attributes rather than demonstrable cognitive dysfunction. Thirty assessment practitioners participated in a study to investigate the effectiveness of teaching cultural information and culturally-relevant assessment practices via an online teaching platform. The Munroe Multicultural Attitude Scale Questionnaire (MASQUE) and short-answer tests were used to obtain participants’ pre- and post- training attitudes and knowledge regarding cultural diversity. Results indicated that online training improved attitudes toward multicultural issues in education. A number of suggestions for more equitable assessment services with CLD students are provided.
Department
Psychology and Special Education
First Page
1
Last Page
13
Volume
10
ISSN
1542-1953
Date
2013
Included in
Bilingual, Multilingual, and Multicultural Education Commons, Educational Assessment, Evaluation, and Research Commons, Educational Methods Commons
Comments
Posted with permission. Permission granted by William Allan Kritsonis, PhD, Editor-in-Chief, NATIONAL FORUM JOURNALS (Since 1982), 17603 Bending Post Drive, Houston, Texas 77095 - www.nationalforum.com