Culturally Responsive Assessment 2.0: Revisiting the Quest for Equity and Quality in Student Learning

Chiara Logli   |    Volume Fourteen  |   

This paper argues for organic initiatives that supplement the assessment work already being done, by blooming naturally from faculty and staff’s expertise while also pollinating each dimension of assessment with cultural responsiveness. The theoretical framework draws from two leading paradigms—Culturally Responsive Assessment and Assessment 2.0. The Grounded Theory methodology uses Universal Design for Learning (UDL) guidelines to analyze (a) course-level assessment reports, (b) campus-wide activity on student engagement, and (c) campus-wide discussions around assessment, including gains and gaps in student learning. The study finds that assessment data emerge spontaneously across numerous spaces on campus, can be collected in flexible manners, and can be analyzed through an equity lens in order to support a diverse student population. Through this fresh approach findings show that faculty members are implementing inclusive practices in their instruction and assessment, and closely collaborate with units in student affairs to engage all learners.

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