Culturally and socially responsible assessment: theory, research, and practice

Prince, Adepeju

doi:10.29333/ajqr/12871

Cited by 8 publications

(8 citation statements)

References 9 publications

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“…Another implication is that professional learning must teach about asset‐based pedagogies and equitable instruction/assessment for all learners, including multilingual learners (Elish‐Piper et al., 2022; Kinloch et al., 2020; Taylor, 2022). Notably, Standard 4 of the ILA standards (Kerns et al., 2018) emphasizes advocating for equity for diverse students to eliminate school‐based practices and institutional structures that are inherently biased.…”

Section: Discussionmentioning

confidence: 99%

Secondary Teachers' Adolescent Literacy Efficacy and Professional Learning Considerations

Savitz,

Morrison,

Brown

et al. 2023

Reading Research Quarterly

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School requests for professional learning on adolescent literacy often stem from low or stagnant reading scores on state standardized assessments and legislative policies that require educators to complete literacy coursework. These decisions are often made without teachers' voices, requiring teachers to take coursework they may not need or learn in ways that may not align with their content. To address this issue, we used our researcher‐created and validated survey to ask middle and high school teachers about their self‐efficacy toward adolescent literacy based on various professional characteristics, such as years of experience, teaching grade levels, content area, and taking the state‐required literacy courses. Findings note that certain disciplines are more efficacious toward specific literacy practices, and taking state‐required literacy courses is insignificant. Our implications are written for literacy scholars and teacher educators to revisit the premise and promise of the 2017 ILA Standards for K‐12 literacy professionals, emphasizing the importance of being cognizant of our strengths and highlighting the need for collaborating and learning with and from teachers of all disciplines.

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Section: Discussionmentioning

confidence: 99%

Secondary Teachers' Adolescent Literacy Efficacy and Professional Learning Considerations

Savitz,

Morrison,

Brown

et al. 2023

Reading Research Quarterly

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“…Self-assessment activities, such as journaling, reflection papers, and selfevaluations, encourage students to reflect on their own cultural identities, biases, and assumptions, as well as their experiences interacting with individuals from different cultural backgrounds. By engaging in self-assessment and reflection, students can gain a deeper understanding of their own cultural competence and identify areas for growth and development (Taylor, 2022;Muñiz, 2019). Moreover, peer assessment can provide valuable insights into students' cross-cultural competence and promote collaboration and communication among students from diverse backgrounds.…”

Section: Assessment and Evaluationmentioning

confidence: 99%

Cross-cultural instructional design: A framework for multilingual and interdisciplinary education

Olateju Temitope Akintayo,

Chima Abimbola Eden,

Oyebola Olusola Ayeni

et al. 2024

Int. j. appl. res. soc. sci.

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This review paper presents a comprehensive framework for cross-cultural instructional design, aiming to seamlessly integrate multilingual education with interdisciplinary teaching approaches. With globalization fostering diverse classroom demographics, educators face the challenge of creating inclusive learning environments that cater to students from various cultural and linguistic backgrounds. Recognizing the importance of addressing cultural and linguistic diversity in education, this framework explores strategies for curriculum designers to incorporate these elements into lesson plans and learning materials effectively. Drawing upon insights from both the humanities and STEM fields, the review elucidates how educators can harness cultural and linguistic diversity to enrich students' learning experiences. By infusing cross-cultural perspectives into educational content, curriculum designers can foster critical thinking, creativity, and global awareness among learners. The paper emphasizes the inherent benefits of exposing students to diverse cultural viewpoints, thereby promoting a more holistic understanding of the subject matter. Furthermore, the review discusses best practices for creating culturally responsive educational content that resonates with learners from diverse backgrounds. It advocates for the development of instructional materials that not only accommodate linguistic variations but also celebrate cultural nuances. Through the incorporation of authentic cultural artifacts, texts, and examples, educators can cultivate a deeper appreciation for cultural diversity while enhancing students' engagement and learning outcomes. Overall, this review underscores the significance of adopting a cross-cultural instructional design framework in contemporary education. By embracing cultural and linguistic diversity as integral components of the learning process, educators can empower students to navigate an increasingly interconnected world with sensitivity, empathy, and proficiency. This framework serves as a roadmap for educators seeking to create inclusive learning environments that foster cross-cultural understanding and collaboration. Keywords: Cross-Cultural, Instructional Design, Multilingual Education, Interdisciplinary Approaches, Cultural Diversity, Linguistic Diversity.

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“…Researchers of second language acquisition often have used the term “socioculturally responsive” in the tradition of Vygotsky's (1978) sociocultural theory of mind (Yuksel & Inan, 2013); but not always (e.g., Karem & Washington, 2021, speak of a “culturally responsive” approach to testing dual language learners). Other emerging terms include “socially just and culturally responsive” (Peters et al, 2020) and “culturally and socially responsible” (Taylor & Nolen, 2022). We prefer to use the term “culturally responsive,” which has a long history and appears to be most prevalent in the mainstream educational space as of this writing.…”

Section: What Is Cultural Responsiveness?mentioning

confidence: 99%

Culturally Responsive Assessment: Provisional Principles

Walker,

Olivera‐Aguilar,

Lehman

et al. 2023

ETS Research Report Series

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Recent criticisms of large‐scale summative assessments have claimed that the assessments are biased against historically excluded groups because of the assessments' lack of cultural representation. Accompanying these criticisms is a call for more culturally responsive assessments—assessments that take into account the background characteristics of the students; their beliefs, values, and ethics; their lived experiences; and everything that affects how they learn and behave and communicate. In this paper, we present provisional principles, based on a review of research, that we deem necessary for fostering cultural responsiveness in assessment. We believe the application of these principles can address the criticisms of current assessments.

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Culturally and socially responsible assessment: theory, research, and practice

Cited by 8 publications

References 9 publications

Secondary Teachers' Adolescent Literacy Efficacy and Professional Learning Considerations

Secondary Teachers' Adolescent Literacy Efficacy and Professional Learning Considerations

Cross-cultural instructional design: A framework for multilingual and interdisciplinary education

Culturally Responsive Assessment: Provisional Principles

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