Culturally Responsive Assessment in Classrooms and Large-Scale Contexts

Theory, Research, and Practice
1. Auflage 2025
ISBN: 978-1-032-50490-2
Verlag: Taylor & Francis

Buch, Englisch, 408 Seiten, Format (B × H): 178 mm x 254 mm, Gewicht: 925 g

Reihe: NCME APPLICATIONS OF EDUCATIONAL MEASUREMENT AND ASSESSMENT

Culturally Responsive Assessment in Classrooms and Large-Scale Contexts explores how scholars and professionals in educational measurement and assessment can use the unique cultural and social identities of students to shape assessment purpose, design, implementation, use, and validation processes. Despite the sheer diversity of student populations in the United States, the tools used to understand their performance and progress have not substantively changed in decades. Large-scale testing and related policies still privilege “culturally neutral” test content, standardization, and comparability. Classroom assessments often mimic these procedures, even though rich tasks and activities could easily be incorporated into curriculum and instruction to allow students to see themselves, their interests, communities, beliefs, and backgrounds represented and valued. This book collects the theory, research, and best practices that are essential to ensuring cultural responsiveness in classroom assessment and standardized testing procedures, policies, and practices. Chapters by assessment and measurement experts along with scholars who are experts in sociocultural learning theory, philosophy of education, critical theories, multilingual education, and Indigenous education, summarize findings from existing research and suggest how future research can move classroom and industry practice as well as federal, state, and local policy forward.

Zielgruppe

Postgraduate, Professional Practice & Development, Professional Reference, and Professional Training

Autoren/Hrsg.

Evans, Carla M

Taylor, Catherine S

Fachgebiete

• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Prüfungen und Beurteilungen
• Sozialwissenschaften Pädagogik Teildisziplinen der Pädagogik Sonderpädagogik, Heilpädagogik
• Sozialwissenschaften Pädagogik Pädagogik Bildungssystem Bildungspolitik, Bildungsreform

Inhaltsverzeichnis

Introduction 1. Re-imagining the Future of Assessment that Honors Human Diversity Section 1: Culturally Responsive Assessment: Theoretical Foundations and Concepts 2. Building from Sociocultural Learning Theory to Culturally Responsive Assessment 3. Student Engagement, Motivation, and Assessment: A Critical Triad Requiring Critical Reform 4. Voice, Recognition, and Exit: A Rights-Based Response to Cultural Bias in Educational Assessments 5. Using a QuantCrit Lens to Analyze Data from a Culturally Responsive Assessment 6. A Framework for Enacting Equity Aims in Assessment Use: A Justice-Oriented Approach 7. Validity Argumentation for Culturally Responsive Assessments 8. Building the Conceptual Foundations of Culturally Responsive Assessment: An Analysis of a Sample of Conceptual Pieces Across Multiple Assessment Process Components—Commentary on Section 1 Section 2: Implications of Culturally Responsive Assessment for Large-Scale Assessment Practices 9. A Measurement Argument for Culturally Responsive Assessment 10. Reconsidering Theories of Action: Using Cultural and Community Validity to Transform Assessment Development, Implementation, and Use 11. Working Toward Culturally Sustaining Workplace Assessment Programs Using an Integrated Design and Appraisal Framework 12. Anti-Racist Approaches to Scoring Large-Scale Assessments 13. On Objectivity, Multicultural Education, and Large-Scale Assessments—Commentary on Section 2 14. An Evidentiary-Reasoning Perspective on Culturally Responsive Assessment—Commentary on Section 2 Section 3: Implications of Culturally Responsive Assessment for Classroom Assessment Practices 15. Implications of Culturally Responsive Education for Classroom Assessment Practices 16. Manifesting the Mana of Culturally Responsive Assessments 17. How Culturally Responsive Formative Assessment Practices Can Expand Students’ Opportunities to Participate in Science Learning 18. Equitable and Culturally Relevant Grading Practices 19. Teachers’ Mis-Assessment of Black Children’s Behavior: What’s Culture Got to Do With it? 20. Reflections on Some Current Approaches to Culturally Responsive Assessment—Commentary on Section 3 21. From ”But that’s just good teaching” to ”An ethical imperative”: The Role of Culturally Responsive Practices in Classroom Assessment—Commentary on Section 3 22. Culturally Responsive Assessment: Lessons Learned So Far by Catherine S. Taylor & Carla M. Evans

Über Autor(innen)

Carla M. Evans is Senior Associate at The National Center for the Improvement of Educational Assessment and Adjunct Professor of Education at the University of New Hampshire, USA.

Catherine S. Taylor is Professor Emerita at the University of Washington, USA, and was Senior Vice President for Measurement Services at Measured Progress.