Overview

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.

Full Product Details

Author:   Carla M. Evans ,  Catherine S. Taylor
Publisher:   Taylor & Francis Ltd
Imprint:   Routledge
Weight:   0.910kg
ISBN:  

9781032504902

ISBN 10:   1032504900
Pages:   390
Publication Date:   09 March 2025
Audience:   College/higher education ,  Professional and scholarly ,  Tertiary & Higher Education ,  Professional & Vocational
Format:   Hardback
Publisher's Status:   Active
Availability:   In Print  
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Table of Contents

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

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Author Information

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.

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