Maahanmuuttajaopiskelijan ja ammattiaineen opettajan arviointikohtaamisia toisen asteen ammatillisessa koulutuksessa
Keywords:
evaluation, immigrant student, vocational upper secondary educationAbstract
This article explores the vocational upper secondary teacher’s and immigrant student’s impressions and interpretations about evaluation and the factors that influence on it. For the research, four vocational teachers and four immigrant students were interviewed. A teacher and a student face each other in lessons and in evaluation situation. Because an immigrant student can have a lack of knowledge of Finnish language, it is important, that the teachers use flexible methods of evaluation and try to observe individually every student’s skills. In interviews, it turned out that teachers’ and students’ opinions of the evaluation were similar. The students did not experience that there would have been distortions or that they would have been evaluated unethically, even if there had been conflicts between the teacher and the student. The teachers found important to evaluate immigrant students similarly to native students. Being an immigrant is not a reason to be evaluated, for example, more loosely. However, the student’s possible difficulties in the knowledge of the language of teaching must be taken into consideration when the teacher is planning and giving a lesson.
