ABSTRACT
This chapter provides an overview of the core features of sociocultural learning theory, as well as extends the assumptions of sociocultural learning theory to argue for deep integration between learning and assessment designs and practices in school classroom settings. This argument for the integration of sociocultural approaches to learning and classroom assessment is in service of promoting culturally responsive assessment designs. We provide a working definition of sociocultural theories of learning by contrasting its core ontological assumptions with those of cognitivist and interpretivist perspectives on learning, both of which are prominent in educational theory and research. We further focus on a sub-feature of sociocultural learning theory to elucidate its implications for educational assessment broadly and culturally responsive assessment in particular: the centrality of artifact mediation in sociocultural conceptions of learning. At several points throughout the chapter, our discussion critically engages two approaches to classroom assessment research and practice that are often viewed as aligned with or adjacent to sociocultural approaches: dynamic assessment and formative assessment. We conclude with recommendations for further engaging with the details of sociocultural learning theory toward even deeper theoretical foundations for the design and implementation of culturally responsive educational assessments.
