Culturally Responsive Assessment in Classrooms and Large-Scale Contexts explores how scholars and professionals in educational measurement and assessment can use the unique cultural and social identities of students to shape assessment purpose, design, implementation, use, and validation processes.
Culturally Responsive Assessment in Classrooms and Large-Scale Contexts explores how scholars and professionals in educational measurement and assessment can use the unique cultural and social identities of students to shape assessment purpose, design, implementation, use, and validation processes. Despite the sheer diversity of student populations in the United States, the tools used to understand their performance and progress have not substantively changed in decades. Large-scale testing and related policies still privilege “culturally neutral” test content, standardization, and comparability. Classroom assessments often mimic these procedures, even though rich tasks and activities could easily be incorporated into curriculum and instruction to allow students to see themselves, their interests, communities, beliefs, and backgrounds represented and valued. This book collects the theory, research, and best practices that are essential to ensuring cultural responsiveness in classroom assessment and standardized testing procedures, policies, and practices. Chapters by assessment and measurement experts along with scholars who are experts in sociocultural learning theory, philosophy of education, critical theories, multilingual education, and Indigenous education, summarize findings from existing research and suggest how future research can move classroom and industry practice as well as federal, state, and local policy forward.
Introduction
1. Re-imagining the Future of Assessment that Honors Human
Diversity Section 1: Culturally Responsive Assessment: Theoretical
Foundations and Concepts
2. Building from Sociocultural Learning Theory to
Culturally Responsive Assessment
3. Student Engagement, Motivation, and
Assessment: A Critical Triad Requiring Critical Reform
4. Voice, Recognition,
and Exit: A Rights-Based Response to Cultural Bias in Educational Assessments
5. Using a QuantCrit Lens to Analyze Data from a Culturally Responsive
Assessment
6. A Framework for Enacting Equity Aims in Assessment Use: A
Justice-Oriented Approach
7. Validity Argumentation for Culturally Responsive
Assessments
8. Building the Conceptual Foundations of Culturally Responsive
Assessment: An Analysis of a Sample of Conceptual Pieces Across Multiple
Assessment Process ComponentsCommentary on Section 1 Section 2: Implications
of Culturally Responsive Assessment for Large-Scale Assessment Practices
9. A
Measurement Argument for Culturally Responsive Assessment
10. Reconsidering
Theories of Action: Using Cultural and Community Validity to Transform
Assessment Development, Implementation, and Use
11. Working Toward Culturally
Sustaining Workplace Assessment Programs Using an Integrated Design and
Appraisal Framework
12. Anti-Racist Approaches to Scoring Large-Scale
Assessments
13. On Objectivity, Multicultural Education, and Large-Scale
AssessmentsCommentary on Section 2
14. An Evidentiary-Reasoning Perspective
on Culturally Responsive AssessmentCommentary on Section 2 Section 3:
Implications of Culturally Responsive Assessment for Classroom Assessment
Practices
15. Implications of Culturally Responsive Education for Classroom
Assessment Practices
16. Manifesting the Mana of Culturally Responsive
Assessments
17. How Culturally Responsive Formative Assessment Practices Can
Expand Students Opportunities to Participate in Science Learning
18.
Equitable and Culturally Relevant Grading Practices
19. Teachers
Mis-Assessment of Black Childrens Behavior: Whats Culture Got to Do With
it?
20. Reflections on Some Current Approaches to Culturally Responsive
AssessmentCommentary on Section 3
21. From But thats just good teaching
to An ethical imperative: The Role of Culturally Responsive Practices in
Classroom AssessmentCommentary on Section 3
22. Culturally Responsive
Assessment: Lessons Learned So Far by Catherine S. Taylor & Carla M. Evans
Carla M. Evans is Senior Associate at The National Center for the Improvement of Educational Assessment and Adjunct Professor of Education at the University of New Hampshire, USA.
Catherine S. Taylor is Professor Emerita at the University of Washington, USA, and was Senior Vice President for Measurement Services at Measured Progress.
