Designing for Equity: Investigating the Process and Priorities in Revising Culturally Responsive Math Assessments

• In Event: AERA Roundtable Session Thursday 7:45 am - Gold 4
  In Roundtable Session: From Data to Understanding: Building Fair and Rigorous Math and Science Assessments

Abstract

This study examines the revision of end-of-unit math assessments in Chicago Public Schools’ Skyline curriculum to align with content standards and a district-developed culturally responsive framework. While culturally responsive pedagogy is widely discussed, few studies document how such frameworks are enacted in assessment design. Drawing on design-based research and thematic analysis, we explore how researchers navigate tensions between rigor, cultural responsiveness, and standard alignment. This work provides practical insight to sustainable, equity focused assessment design.

Authors

• Jennifer Aracely Rodriguez, University of Michigan Ann Arbor

• Juan Ramon Sevilla, University of Illinois at Chicago

• Alexandra Klyachkina, Chicago Public Schools