Applying a Culturally Responsive Pedagogical Framework to Design and Evaluate Classroom Performance-Based Assessments in Hawai‘i

• In Event: Racial Justice in Educational Assessment

Abstract

Previous writings on culturally responsive classroom assessment focus on why centering
assessment design around the diversity of students served is important and how performance-based assessment can support such aims. This paper extends previous work by providing a conceptual framework for how principles of culturally responsive education (CRE) can be applied to design and evaluate classroom summative assessments. The paper describes how a culturally responsive classroom assessment framework was created from a CRE pedagogical framework and used to design and evaluate curriculum-embedded, classroom performance assessments in Hawai‘i. Discussion includes modification of evidence-centered design processes, teacher and/or student adaptation of construct irrelevant aspects of task prompts, addition of student cultural meaningfulness think alouds to cognitive laboratories, and revision of task quality review protocols to promote CRE design features. Future research is needed to explore the limitations of the CRE pedagogical framework applied, and the extent to which students perceive the classroom assessments designed using such a framework allow them to better show all they know and can do in ways related to their cultural and social identities.

Author

• Carla Evans, Center for Assessment
  Presenting Author