Multiple assessment strategies

Lecturers can use multiple strategies to assess students’ prior knowledge on study course or each topic. Informal discussions, quizzes, and surveys are excellent ways to tap into students' prior knowledge before starting a new topic.

Informal discussions should be culturally sensitive. Avoid culturally biased questions when organising them. They should be formulated in such a way as not to favour one cultural perspective over another. Care should be taken in the use of idioms, proverbs or examples that may not be understood by all. Note that students from different cultures may be differently comfortable with speaking directly, participating in discussions and expressing their views publicly. Prior knowledge is not just knowledge of specific information. It is also the students' experiences, observations and ways of knowing that have been shaped by their cultural background. Therefore, when asking questions for discussion, context is also needed so that all students can relate the topic to their cultural context.

Culture-sensitive informal discussions could be implemented as:

Small group discussions: divide the students into smaller groups of 4-6 members where they can feel more comfortable. Thoughtfully mix students from different backgrounds.
Thinking in pairs, sharing cultural aspects: Encourage students to first discuss with someone with whom they feel comfortable, which may be someone from a similar background, and only then share with a larger group.
Open-ended questions or narrative prompts: Instead of direct questions, use engaging questions that invite personal narratives related to the topic. For example: "Tell me about a time when you experienced something similar in your country, community or family".

The benefits of informal discussions in culturally diverse groups are revealed through different perspectives and interpretations of concepts, highlighting different cultural practices and traditions related to the topic, revealing different ways of knowing and understanding the world. In addition, possible cultural nuances that may influence learning can be identified.

Quizzes. The design of the Culture-sensitive quizzes involves thinking about its format and the nature of the questions to be asked.

If the quizzes assess the recall of facts, use examples and contexts that relate to different cultures, or provide options that reflect different settings. Using short answer formats, invite students to briefly explain their reasoning, which may reveal culturally specific knowledge or interpretations.
If scenario-based quizzes are provided, consider whether they are culturally neutral or offer different cultural contexts for students to apply their knowledge.
If you use visual material in the quizzes, include pictures, symbols or scenarios that may be more accessible to learners with different linguistic backgrounds or cultural experiences.

The results of the quizzes can show the specific facts and concepts that students already know; what are the common strengths and weaknesses in their knowledge or common misconceptions that need to be addressed directly.

Surveys. The survey questions developed help to gather information on certain aspects of prior knowledge, experience and attitudes related to the topic. Similar as with quizzes, think about the most accessible and convenient format for students. Surveys are usually longer than quizzes, but it is important to keep them concise, respect the time of the students and the lecture, and keep it focused.

A key aspect of defining prior knowledge with students from different cultures is respect and a genuine curiosity to understand students' different ways of understanding the world. Be flexible, adapt your methods in response to students' responses and constantly reflect on your biases and assumptions.

Early in the course, discussing existing knowledge creates an inclusive learning environment in which all students feel valued, and their knowledge is recognised as valuable.