Published by: author: Stafford Hood, published in: The Journal of Negro Education, Vol. 67, No. 3, Assessment in the Context of Culture and Pedagogy (Summer, 1998), pp. 187-196 (10 pages)
Year of publication: 1998
Country: Global
Language: English
Link to resource: visit the publisher's website
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This article provides a rationalefor advocating the development of culturally responsive perfor- mance-based assessments as a means of achieving equity for students of color. It first addresses the argumentsfor and against these types of assessments, noting important psychometric concerns. It then discusses their potential for effectuating culturally responsive instructional approaches. Last, it recommends that existing test development procedures be modified to emphasize the meaningful participation of individuals who are not only experts in the content area being assessed but have deep understandings of the cultural contexts of students of color based on substantial teaching experience in those contexts.