Cross-cultural perceptions of assessment of selected international science teachers in American high schools |
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| Authors: | Charles B Hutchison Lynne M Bailey |
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| Institution: | 1. University of North Carolina, 9201 University City Boulevard, Charlotte, NC, 28223-0001, USA
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| Abstract: | International high school science teachers are crossing international and cultural borders to teach, raising important issues
in education. In this article, we describe the cross-cultural assessment challenges that four international science teachers
encountered when they migrated to teach in the United States. These included differences in grade expectations for a given
quality of work, the weight given to final examinations, the assessment process, and cut-off scores for letter grades. To
become proficient in their new teaching contexts, the participating teachers had to modify (or hybridize) their assessment
philosophies and practices in order to conform to the expectations of their new schools. This hybridization process ushered
them into what is proposed as the pedagogical imaginary; a transitional space between the “purity” of their native educational conventions and that of their American schools. The
implications of these findings are discussed in hopes of improving high school science teaching experiences for international
science teachers. |
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