Seeking a Strength-Based Approach to Assessment in a Multicultural Context: A Participator Approach

Abstract

In this paper we present our reflections on collaborative tests in mathematics as a strength-based approach to assessment in upper secondary school. Our reflections are based on analysis of studentstudent interactions during collaborative test situations and post-test interviews with the students. The participating students are from a town in Northern Norway and the surrounding areas, where the majority people have (diverse Indigenous) cultural heritage that differs from the main national culture. We are using positioning theory as a lens for our reflections, and we build on a consideration raised by the students: trust is crucial in collaborative test situations. More precisely, we have identified storylines at play in the students’ talk about rights and duties.