75.010 - Building a Bridge Between Culturally Responsive Pedagogy and Culturally Responsive Assessment to Educate Racial-Minority Students: Revisiting the Conversation Nearly Two Decades Later

Session Type: Invited Speaker Session

Abstract

This presidential session revisits the conversation of three panelists (Hood, Ladson-Billings and Lee) for a symposium entitled Building the Bridge between Culturally Responsive Pedagogy and Performance Based Assessment to Assess African American Students at the 1998 AERA Annual Meeting. The panel then and for this session as well, re-emphasize the inextricable link between pedagogical strategies and student assessment but also the necessity to seriously consider developing assessment approaches that like culturally responsive pedagogical strategies are grounded in the cultural context of the examinee(s). If it is true that culturally responsive assessment can improve our assessment of students and teachers of color then we must also engage in deliberate discussion as to how these assessments can be developed, validated, and used.

Sub Unit

• AERA Presidential Session

Chair

• Stafford Hood, University of Illinois at Urbana-Champaign

Papers

• The Four Tiers of Fairness: Examining the Complexities of Test Fairness and the Assessment of Diverse Populations of Test Takers - Keena N. Arbuthnot, Louisiana State University

• From Culturally Relevant to Culturally Sustaining: Toward a More Justice Focused Pedagogy - Gloria J. Ladson-Billings, University of Wisconsin - Madison

• The Dilemmas of Ecological Validity in Culturally Responsive Pedagogy and Assessments - Carol D. Lee, Northwestern University

• Community Knowledge, Culture, and Assessment - Sharon Nelson-Barber, WestEd

• Operationalizing Cultural Validity in the Assessment of Culturally and Linguistically Diverse Populations: Implementation Challenges and Approaches - Guillermo Solano-Flores, Stanford University

Discussant

• A. Wade Boykin, Howard University