ABSTRACT
The chapters reviewed in this commentary focus on the implications of culturally responsive practices on classroom assessment. A common position shared across these chapters is that culturally responsive practices represent what Middleton and Jackson call an “ethical imperative” for educators and schools to employ in the design and enactment of instructional and assessment activities taking place in schools. Each chapter focuses on a unique aspect of classroom assessment to highlight what teachers can do to engage in culturally responsive actions for classroom instruction and assessment and why these are necessary for building equitable, fair, and just learning experiences and conditions. In this commentary, I elaborate on how the ideas that surfaced in these chapters all contribute to strengthening a classroom activity system as defined by Kang and Furtak. However, I argue that considering the practical implications of the ideas proposed in each chapter is critical to ensure that the proposed actions can have more traction in school districts that typically oversee the instructional work in schools. I conclude this commentary with two distinct areas for future development and consideration in light of key points made by various authors in this section.
