{"id":416,"date":"2021-12-02T16:23:20","date_gmt":"2021-12-02T16:23:20","guid":{"rendered":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/chapter\/culturally-responsive-assessment\/"},"modified":"2021-12-09T03:59:09","modified_gmt":"2021-12-09T03:59:09","slug":"culturally-responsive-assessment","status":"publish","type":"chapter","link":"https:\/\/pressbooks.publishdot.com\/sbvqualitycourses\/chapter\/culturally-responsive-assessment\/","title":{"raw":"Culturally Responsive Assessments","rendered":"Culturally Responsive Assessments"},"content":{"raw":"
Assessment is subjugated by a Western worldview...much of the mainstream culture-infused, linguistic-laden practices of assessment disadvantage Indigenous students.[footnote]Preston, J. P. & Claypool, T. (2021, July 16). Analyzing assessment practices for Indigenous students<\/a>.[\/footnote]<\/blockquote>\r\nTraditional assessments tend to reinforce a linear, objective-oriented western worldview, rewarding memorization of facts that align with a colonial, white supremacist histories while misrepresenting or erasing the histories of Black, Indigenous peoples and People of Colour (BIPOC).\r\n\r\nOur own biases and assumptions about teaching and learning are communicated directly and indirectly through our assessment design. While we may believe that our instructions, deadlines, and rubrics are clearly communicated to learners, we actually may be excluding and othering students who are racialized, students from non-western cultures, and students with language proficiency challenges.\r\n\r\nFor example, a typical math test with lengthy problems requires students to interpret complex linguistic features. For students whose main language is not English, their language proficiency is being assessed, not their math skills[footnote]Preston, J. P. & Claypool, T.R. (2021). Analyzing Assessment Practices for Indigenous Students<\/a>. Frontiers in Education.[\/footnote].\r\n\r\nAs a result of these assumptions, learners may feel confused by unclear expectations and overwhelmed by the task itself.\r\n\r\nOne way to mitigate\u00a0 the barriers of traditional assessments is to design culturally responsive assessment practices. <\/strong>\r\n\r\nAssessment design and delivery are culturally responsive when they:\r\n\r\n1) make learning meaningful and help students think about their learning,\r\n\r\n2) foster cultural competence, and\r\n\r\n3) promote socio-political consciousness.[footnote]Ladson Billings, G. (2017). Culturally Relevant Pedagogy<\/a>. [\/footnote]\r\n\r\nIn culturally responsive assessment, rote memorization is discouraged in favour of interactive and authentic opportunities to collaborate with others, encouraging students to contribute to community through meaningful and intentional action. Examples include petitions, social media campaigns, podcasts, and charitable events.\r\n\r\nAdditionally, people represented in images, scenarios, and examples in assessments will impact the extent to which a student feels as if they belong.\u00a0<\/span>Students who see themselves <\/span>represented in assessment design and delivery are more likely to feel valued and engaged in the learning experience. When designing assessments, seek out images that represent a variety of racial and ethnic identities, sexual orientations, gender identities, and abilities.<\/span>\r\n
\r\n\r\nAn assessment that responds to the cultures, interests, preferences, and practical goals of students is more likely to lead to student success.<\/strong>\r\n\r\nLearners feel connected to an assignment when they see themselves represented in it. This gives them the chance to reflect on their development as they go. For instance, students can be assessed on social justice topics through collaborative tasks suitable for a variety of disciplines. Examples include:\r\n