ABSTRACT
This chapter examines the culturally responsive teaching-learning-assessment cycle, with a specific focus on implementing classroom assessment methods that are sensitive and responsive to the diverse cultural backgrounds of students. Firstly, the chapter explains the distinctions and progressions between culturally relevant and culturally responsive pedagogies.
Next, the chapter briefly presents Spencer’s Phenomenological Variant of Ecological Systems Theory (PVEST), which is the theoretical framework the authors provide as a lens through which to view the development of culturally responsive practices in educational settings. Then, the chapter examines a culturally responsive approach to the teaching cycle with considerations for creating and implementing culturally inclusive and empowering classroom assessment techniques. The chapter then provides a summary of the fundamental challenges that exist in implementing a culturally responsive approach in diverse educational settings by addressing common difficulties educators may face when implementing culturally responsive pedagogy, such as institutional constraints and lack of resources. Finally, the chapter provides suggestions and recommendations for educators on how to integrate culturally responsive practices into their educational frameworks, thereby promoting equity and excellence in education for all students, with expectations that this eventually leads to a more equitable and culturally responsive educational landscape worldwide.
