Principles for Educational Testing, Data Inquiry, and Classroom Assessment to Support Culturally Sustaining Ecosystems

Session Type: Symposium

Abstract

As schools diversify, there is broad agreement that deficit-based responses to historical inequities are ineffective and that schooling should draw on students’ racial, ethnic, linguistic, gender, and cultural assets. There is also agreement that the uptake of asset-based culturally responsive education (CRE) remains sporadic and slow. Three presenters will describe how prevailing approaches to achievement testing, educator data inquiry, and classroom assessment resist the uptake of CRE. After presenting transformative principles for overcoming this resistance, each presenter will explore potential synergies with the other two areas and with pedagogy. Such synergies are likely needed to transcend cultural relevance to yield educational ecosystems that actually sustain the funds of knowledge and identities that diverse students bring to schools.

Sub Unit

• Division H - Research, Evaluation and Assessment in Schools / Division H - Section 3: Assessment in Schools

Chair

• Priyanka Agarwal, University of Wisconsin - Madison

Papers

• Reenvisioning the Bias and Sensitivity Review Process From a Culturally Sustaining and Antiracist Perspective - Jennifer Randall, University of Michigan; Mariam Rashid, University of Massachusetts - Amherst

• Toward Culturally Sustaining Data Inquiry - Rebecca Colina Neri, Indiana University; Maritza Lozano, California State University - Fullerton

• Centering Situative Transfer for Culturally Sustaining Classroom Assessment - Daniel T. Hickey, Indiana University

Discussant

• Drew H. Gitomer, Rutgers University