Moving from culturally biased to culturally responsive assessment practices in low-resource, multicultural settings.

2017 ◽  
Vol 48 (2) ◽  
pp. 115-121 ◽  
Author(s):  
Sumaya Laher ◽  
Kate Cockcroft
Keyword(s):  
Culturally Responsive ◽  
Assessment Practices ◽  
Low Resource

Understanding the role of acculturative stress on refugee youth mental health: A systematic review and ecological approach to assessment and intervention

2019 ◽  
Vol 40 (2) ◽  
pp. 107-127 ◽  
Author(s):  
Ana d’Abreu ◽  
Sara Castro-Olivo ◽  
Sarah K. Ura
Keyword(s):  
Systematic Review ◽  
Acculturative Stress ◽  
Culturally Responsive ◽  
Refugee Children ◽  
Future Research ◽  
Assessment Practices ◽  
Research Directions ◽  
Refugee Youth ◽  
Future Research Directions

In this article, we conduct a systematic review of the extant literature on the risk and protective factors that impact the healthy resettlement of refugee children around the world. We identify acculturative stress as a main risk factor to consider for assessment and intervention given that is often overlooked in the literature for refugee children, but has been found to strongly impact their socio-emotional development. In addition, we discuss ecologically framed/culturally responsive interventions and assessment practices that could aid in the successful resettlement of refugee children. We also discuss the limitations of the extant research on refugee children and make recommendations for future research directions.

scholarly journals Examining the Social Emotional Health Survey-Secondary for Use with Latinx Youth

2020 ◽  
pp. 073428292095323
Author(s):  
Tameisha Hinton ◽  
Erin Dowdy ◽  
Michael J. Furlong ◽  
Karen Nylund-Gibson ◽  
Delwin Carter ◽  
...  
Keyword(s):  
Factor Structure ◽  
Health Survey ◽  
Culturally Responsive ◽  
Emotional Health ◽  
Latent Trait ◽  
Educational Practice ◽  
Assessment Practices ◽  
Social Emotional ◽  
Social And Emotional ◽  
Mean Differences

Culturally responsive assessment practices include validated measures appropriate for use with diverse populations. Considering the increasing population of Latinx students in US schools, measures need co-validated English and Spanish (Social and Emotional Health Survey (SEHS)) language forms. This study examined the SEHS-Secondary with Latinx students who completed a form in either Spanish or English. With a matched sample of 1404 Latinx students across 113 California schools, the analyses examined the factor structure, measurement invariance, and latent trait factor means of students who completed the SEHS in either Spanish or English. The factor structure was invariant across groups with some latent mean differences observed. Educational practice implications are considered.

Autism disparities for Black children: Acknowledging and addressing the problem through culturally responsive and socially just assessment practices

2022 ◽  
Author(s):  
Ashley N. Ramclam ◽  
Dieu M. Truong ◽  
Sarah S. Mire ◽  
Kimberly D. Smoots ◽  
Morgan M. McNeel ◽  
...  
Keyword(s):  
Culturally Responsive ◽  
Black Children ◽  
Assessment Practices

Contextualising assessment within Aotearoa New Zealand: drawing from mātauranga Māori

2021 ◽  
pp. 117718012110164
Author(s):  
Brigit Giovanna Kerr ◽  
Robin Margaret Averill
Keyword(s):  
New Zealand ◽  
Literature Review ◽  
Indigenous Peoples ◽  
Culturally Responsive ◽  
Well Being ◽  
Assessment Practices ◽  
Assessment Framework ◽  
Culturally Sustaining Pedagogy ◽  
Aotearoa New Zealand ◽  
System Assessment

There is long-standing disparity between the schooling success of many Māori (Indigenous peoples of Aotearoa New Zealand) learners and non-Māori learners. While much work internationally and nationally has focussed on culturally responsive pedagogies, the idea of culturally sustaining assessment has received less attention. Given the historical dominance of a West-centric education system, assessment practices within Aotearoa New Zealand schools have not necessarily embedded a Māori worldview. Informed by cultural advice, assessment constructs that embody manaakitanga (care, respect, hospitality), wānanga (a forum, a sharing of knowledge, a place of learning) and culturally sustaining pedagogy were examined alongside a literature review and analysis of interviews with four education practitioners. Results show that assessment can be designed to acknowledge Māori learners’ capabilities and educational successes. Findings, presented using a Hauora Approach to Assessment (Well-being Approach to Assessment) framework, provide much needed ways for teachers to contextualise assessment within mātauranga Māori (Maori knowledge system).

Promoting Inclusivity Through a Culturally Responsive Approach to Classroom Assessment Practices

2022 ◽  
pp. 399-421
Author(s):  
Michael S. Mills
Keyword(s):  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Culturally Responsive Pedagogy ◽  
Educational Institutions ◽  
Learning Needs ◽  
Grading Practices ◽  
Assessment Practices ◽  
Responsive Teaching ◽  
Approach To Teaching ◽  
Responsive Pedagogy

Culturally responsive pedagogy is an approach to teaching that attempts to address the learning needs of students from marginalized or non-majority populations. While the concept of culturally responsive pedagogy has been practiced in various forms in educational institutions around the world, there is still a gap in how the principles of cultural responsiveness are authentically embedded in assessment practices, particularly in a way that encourages all students to actively engage in the learning process. The purpose of this chapter is to argue the necessity for culturally responsive teaching and to articulate specific ways in which teachers can integrate practices that promote anti-racism, encourage student voice, facilitate community discourse, eliminate inherent bias in grading practices, and mitigate barriers to accessibility.

Culturally Responsive Assessment in Music Education

2019 ◽  
pp. 736-754
Author(s):  
Ebru Tuncer-Boon
Keyword(s):  
United States ◽  
Culturally Responsive Teaching ◽  
Teaching Practices ◽  
Culturally Responsive ◽  
The United States ◽  
Cross Cultural ◽  
Assessment Practices ◽  
Music Teaching ◽  
Responsive Teaching ◽  
American Children

This chapter is constructed on culturally responsive teaching and assessment practices that the author has been involved in during her music teaching experiences with Asian-American children at the Petit String Orchestra and Junior Youth Orchestra at the University of Florida, and African American children in the United States and their violin experiences at Lincoln Elementary. The chapter explores how culturally responsive music-teaching practices and assessments support each other. The chapter discusses and identifies how culturally responsive assessment practices, as implemented in string teaching practices and music classrooms in the United States, enhance learning and emphasize student and culture-driven learning and, more specifically, develops a framework of action for analyzing and understanding culturally responsive teaching and assessment processes. In providing the recent literature and research in cross-cultural psychology, music psychology and cognitive neuroscience, this chapter opens up new ways of understanding differences in human cognitive functions, cross-cultural varieties in musical perceptions, music teaching, learning, and educational achievement.

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