Implications of Culturally Responsive Assessment for Classroom Assessment Practices

• In Event: Culturally Responsive Assessment in Classrooms: Theory, Research, and Practice

Abstract

This paper examines the culturally responsive teaching-learning-assessment cycle, specifically focusing on implementing classroom assessment methods that are sensitive and responsive to students' diverse cultural backgrounds. Firstly, the paper explains the distinctions and progressions between culturally relevant and culturally responsive pedagogies. Next, the paper briefly presents Spencer's Phenomenological Variant of Ecological Systems Theory (PVEST) which is the theoretical framework through which the authors provide a lens to view the development of culturally responsive practices in educational settings. Then, the paper examines a culturally responsive approach to the teaching cycle with considerations for creating and implementing culturally inclusive and empowering classroom assessment techniques. The paper then provides a summary of the fundamental challenges that exist in implementing a culturally responsive approach in diverse educational settings by addressing common difficulties educators may face when implementing culturally responsive pedagogy, such as institutional constraints and lack of resources. Finally, the paper provides suggestions and recommendations for educators on how to integrate culturally responsive practices into their educational frameworks, thereby promoting equity and excellence in education for all students, with expectations that this eventually leads to a more equitable and culturally responsive educational landscape worldwide.

Authors

• Kyndra V. Middleton, Howard University

• Janine Haynes, Prince George's County Public Schools