Culturally Responsive Assessment

As I looked around my classroom on the first day of school, it occurred to me that while I was busy writing curriculum, learning about RTI, and developing assessments for the 21st century, my classroom had changed. As my school became more global, I realized that I needed to differentiate my instruction and think about universal assessment strategies that work for all learners.

The literature on culturally responsive assessment shows that high expectations, cultural referents, and relevant resources are essential. Standards can be common to all, but the level of proficiency needs to be flexible. Modifications, support, and frequent actionable feedback are vital for success. Assessment must be appropriate for the content as well as the student and should be based on a growth model rather than simply a final criterion referenced score.

I didn't need to throw out all of my routine assessment, but I did discover ways to adapt them for multicultural learners. I made sure that readings reflected global perspective. For vocabulary assignments, some students simply defined the words, others started using core words in sentences, and still others made progress with higher level vocabulary. I also modified tests and homework by identifying selected questions.When higher level thinking was part of the assessment, students had a choice of an essay or graphic organizer to demonstrate learning. For projects, I accepted multiple approaches and encouraged the use of technology. Groupings were flexible based on skills and outcomes.

Quietly and over time, students whose culturally sensitive assessments included options, personalization, and choice began to develop confidence and to participate and share more with others students. At the end of the year, the culminating assessment required looking at the world through the eyes of others. As mixed groups of students worked together to understand climate change, it became apparent that the quiet leadership skills of students from diverse cultures made a difference in the classroom. Rubrics, learning contracts, logs, peer review, and ample evidence all illuminated learning. A final celebration of the learning outcomes and the contributions of each member of the class created an important legacy: All students can achieve to their highest potential.

The bottom line is that good assessment is good assessment. When it is integrated into instruction, when it includes balance, diverse methods, multiple modalities, meaningful feedback, and is responsive to the needs of all learners, then all students flourish. A one-size-fits-all standardized test doesn't fit into this equation.

2012 Predictions: What we'll learn about teaching, learning, and assessing this year

We can't use the corporate model in education: we don’t choose our raw materials, extrude them to precise specifications, and discard the leftovers.
We can cultivate the students we receive and maximize the quality outcomes for every learner.

We can't continue to narrow the curriculum and teach only to test-based content.
We can embrace the whole child and nurture all aspects of their development.

We can't mandate that every student achieves at the very highest level of proficiency.
We can expect demonstrated growth in all learners across all curriculum and classrooms.

We can't regard assessment as the dessert after the meal.
We can integrate assessment seamlessly into the multiple layers of the learning genoise.

We can't continue to emphasize looking good on a once a year test.
We can ask students to demonstrate their knowledge and skills on daily assessments of learning.

We can't use assessment to reward only a few fortunate teachers.
We can use assessment to the improve all teaching and learning.

All teachers don't teach testable subjects.
All teachers focus on helping students grow and learn and be critical consumers of burgeoning knowledge.