ERIC Number: ED574461
Record Type: Non-Journal
Publication Date: 2017-Jan
Abstractor: As Provided
Reference Count: 83
Equity and Assessment: Moving towards Culturally Responsive Assessment. Occasional Paper #29
Montenegro, Erick; Jankowski, Natasha A.
National Institute for Learning Outcomes Assessment
As colleges educate a more diverse and global student population, there is increased need to ensure every student succeeds regardless of their differences. This paper explores the relationship between equity and assessment, addressing the question: how consequential can assessment be to learning when assessment approaches may not be inclusive of diverse learners? The paper argues that for assessment to meet the goal of improving student learning and authentically document what students know and can do, a culturally responsive approach to assessment is needed. In describing what culturally responsive assessment entails, this paper offers a rationale as to why change is necessary, proposes a way to conceptualize the place of students and culture in assessment, and introduces three ways to help make assessment culturally responsive.
Descriptors: Student Diversity, Evaluation Methods, Student Evaluation, Cultural Relevance, Culture Fair Tests, College Students, Educational Objectives, Formative Evaluation
National Institute for Learning Outcomes Assessment. 340 Education Building MC 708, 1310 South Sixth Street, Champaign, IL 61820. Tel: 217-244-2155; Fax: 217-244-5632; Web site: http://www.learningoutcomeassessment.org
Publication Type: Reports - Evaluative
Education Level: Higher Education; Postsecondary Education
Authoring Institution: National Institute for Learning Outcomes Assessment