ABSTRACT
This chapter summarizes the key ideas from each section of this book. The chapters in Section One examine culturally responsive assessment from philosophical, theoretical, and social justice viewpoints. These chapters stress the fact that current assessment practices represent the knowledge, experiences, and ways of knowing valued by those who mandate and construct educational assessments. The chapters in Section Two address large-scale assessment practices: first through explication of how the tests become grounded in the values and knowledge of the White dominant culture, then through a framework for ensuing equity in large-scale testing, and lastly through research and practice for culturally responsive assessment in two testing companies and one state. The chapters in Section Three look at culturally responsive classroom assessment from diverse perspectives: a model to guide integrating culturally responsive assessment in planning, teaching, and assessment; a description of a full-scale integration of native Hawaiian culture throughout assessments for Hawaiian-Focused Charter Schools; a model for equitable and culturally relevant grading practices; research on formative science assessment; and research on behavioral assessment of Black students. This chapter also illuminates ideas from the discussants for each section of the book and ends with sections on implications for research, policy, and practice.
