Catherine S. Taylor and Susan Bobbitt Nolen are both professors emeriti in the College of Education at the University of Washington.

• ContentsSeries Foreword James A. Banks ixPreface xvAcknowledgments xix1.  Theoretical Perspectives on Assessment in Diverse Classrooms 1Diversity in Schools 2What Is Assessment? 3Validity Theory and Fair Assessment 3The State of Classroom Assessment Practices 9Improving the Validity of Classroom Assessment for Diverse Learners 15Culturally Responsive Pedagogy and the Validity of Classroom Assessment 16Communities of Practice and the Validity of Classroom Assessment Practices 18Where Do We Go From Here? 192.  Bias and Sensitivity Issues in Classroom Assessment 21What Is Bias in Assessment? 22Impact of Teacher Attitudes and Beliefs on Formal and Informal Assessment of Students 24Bias in Students, Scores on Tests and Other Assignments 29Strategies for Minimizing Cultural, Racial, Gender, and Language Bias in Large-Scale Tests 31Potential for Bias in Computer-Administered Tests 44Potential for Bias in Published Classroom Assessments 45Minimizing Bias in Classroom Assessments 45The Role of Community in Reducing Bias in Assessment 50Conclusion 513.  Culturally Relevant and Socially Responsive Assessment 52Culturally Relevant Pedagogy 54Culturally Responsive Pedagogy 57Culturally Sustaining Pedagogy 61Summary of Culturally Relevant, Responsive, and Sustaining Pedagogy 63Culturally and Socially Responsive Assessment 64Developing Culturally and Socially Responsive Assessment Tools 70Culturally and Socially Responsive Assessment: Last Thoughts 814.  Student Engagement and Assessment 84Student Engagement: A Review of Research 84Factors That Improve Engagement of Students 86Strategies for Increasing Student Engagement During Assessment Events 94The Challenges of Making Assessment Engaging for All Students 101 5.  A Situative Perspective on Assessment in Diverse Classrooms 103A Situative Perspective 104Implications of a Situative Perspective on Classroom Assessment Practices 108Communities of Practice and Culturally Responsive Assessment 112Summary 1176.  Developing Assessments for Diverse Classrooms 120Development of Culturally and Socially Responsive Assessment Tools 120Unpacking Standards for Relevant and Responsive Assessment 124Models for Culturally and Socially Responsible Reading Assessment 125Culturally and Socially Relevant Assessment in Social Studies 140Culturally and Socially Relevant Assessment in the Sciences 145The Challenge for Culturally and Socially Relevant and Responsive Mathematics Assessment 151Books by Authors With Diverse Cultural and Social Identities to Support Reading and Social Studies Assessment 167Concluding Remarks 169 7.  Resources and Tools 171Part 1: Working in Communities of Practice to Examine Published and Teacher-Developed Classroom Assessments 171Part 2: Resources for Teacher Learning Through Books About Assessment, Culturally Responsive Pedagogy, and Multicultural Education 176Appendix A: Avoiding Bias in Grading Practices 185Appendix B: Developing Culturally Relevant Performance Tasks 189Appendix C: Bias and Sensitivity Reviews 196Appendix D: Language Complexity Reviews 208Appendix E: Questions for Accessibility Reviews 219Appendix F: Academic Verbs Commonly Used in Testing 221Notes 223References 229Index 255About the Authors 267

“Culturally and Socially Responsible Assessment is a great reminder and outline for school personnel on how easily bias can arise, and how it can affect how we work with students in the classroom.”—Teachers College Record