Alternatively, a culturally informed assessment might give students the option to choose their own subject, for example asking students to evaluate the historic contexts of artwork specific to each of their individual cultures and to write an analysis as an interdisciplinary assessment on visual arts and the social studies. ![]() Teachers might give each student a choice in how to demonstrate their knowledge, such as either writing a paper, creating a graphic organizer, or making a video. Then, make equity an overarching emphasis within the design of the assessment system by providing opportunities for students to demonstrate understanding in flexible ways that highlight their cultural experiences. Next, define expectations by articulating them for students in a way that allows for different ways of knowing and doing and that aligns to content standards. To develop a working definition of equity, consider which stakeholders need to be at the table while the definition is being developed. When developing a balanced assessment system that focuses on equity, it's important to define what equity might mean in your context, articulate expectations for students, and collaborate with potential assessment vendors. 1 A culturally informed approach to assessment is one way to foster equitable classrooms, and can include designing and selecting assessments that promote student equity as part of a balanced system of assessments. This third and final blog in the series will examine how to design a balanced assessment system to promote equity, define different types of culturally informed assessments, and discuss how to work with vendors to select culturally informed assessments that meet the needs of your students.Ĭredit: Introduction to Culturally Relevant Pedagogy Designing for Equity in a Balanced Assessment SystemĮquity is the belief that student achievement increases when all students receive opportunities that allow them to draw on their social and cultural literacies in order to be academically successful. In our second blog, we discussed how a holistic assessment system can support more equitable learning environments, considered how social and emotional learning assessment can be integrated into school systems to improve equity and outcomes for students, and examined how assessment systems can help improve students' academic, social, and emotional learning outcomes. In our first blog in this series on balanced systems of assessment, we explained the importance of having a balanced system of assessment, discussed what that may look like in practice, and considered how to begin selecting assessments that align to the needs of your school or district. ![]() You can view a recording of the webinar here. This blog is based on a REL Pacific webinar titled “Culturally Responsive Assessment: Goals, Challenges, and Implications” hosted on Octoand presented by Carla Evans and Erika Landl from the Center for Assessment, and Kauʻi Sang from the Office of Hawaiian Education. ![]() ![]() Culturally Informed Assessments: Goals and Challenges
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