Integrating Culturally Responsive Assessments with Instruction for English language learners in STEM: A systematic review

• In Event: AERA Roundtable Session Saturday 9:45 am - Gold 4
  In Roundtable Session: Designing for Inclusion – Universal Design, Digital Access, and Validity

Abstract

This systematic review explores how culturally responsive assessment (CRA) can be integrated with STEM instruction to support English language learners (ELLs) in K–12 settings. Grounded in asset-based and community of practice frameworks, this review synthesizes literature to identify strategies and principles for aligning CRA with instruction. Key findings highlight the importance of formative assessment, instructional language supports, and multimodal, experiential learning grounded in students’ cultural and linguistic assets. The paper introduces the CRA–Instruction Integration Rubric, a practical tool to guide educators in designing and reviewing equitable STEM instruction and assessment. This work advances equity by promoting inclusive, culturally responsive practices that affirm ELLs’ knowledge and participation.

Authors

• Semi J. Yeom, Defense Language Institute

• Young Ae Kim, Defense Language Institute