Download Culturally Responsive Assessment in Classrooms and Large‑Scale Contexts PDF – Theory, Research & Practice (NCME 2025)

,Culturally Responsive Assessment in Classrooms
and Large-Scale Contexts

Culturally Responsive Assessment in Classrooms and Large-Scale Contexts explores how
scholars and professionals in educational measurement and assessment can use the unique
cultural and social identities of students to shape assessment purpose, design, implementation,
use, and validation processes. Despite the sheer diversity of student populations in the United
States, the tools used to understand their performance and progress have not substantively
changed in decades. Large-scale testing and related policies still privilege “culturally neutral”
test content, standardization, and comparability. Classroom assessments often mimic these
procedures, even though rich tasks and activities could easily be incorporated into curriculum
and instruction to allow students to see themselves, their interests, communities, beliefs, and
backgrounds represented and valued. This book collects the theory, research, and best practices
that are essential to ensuring cultural responsiveness in classroom assessment and standardized
testing procedures, policies, and practices. Chapters by assessment and measurement experts,
along with scholars who are experts in sociocultural learning theory, philosophy of education,
critical theories, multilingual education, and Indigenous education, summarize findings from
existing research and suggest how future research can move classroom and industry practice as
well as federal, state, and local policy forward.

Carla M. Evans is Senior Associate at The National Center for the Improvement of Educational
Assessment and Adjunct Professor of Education at the University of New Hampshire, USA.

Catherine S. Taylor is Professor Emerita at the University of Washington, USA, and was
Senior Vice President for Measurement Services at Measured Progress.

,The NCME Applications of Educational Measurement
and Assessment Book Series
Editorial Board:

Kadriye Ercikan, Educational Testing Service, Editor
Henry Braun, Boston College
Brian Clauser, National Board of Medical Examiners
Neil J Dorans, Educational Testing Service
Rochelle Michel, Smarter Balanced
Fritz Drasgow, University of Illinois at Urbana-Champaign
Melissa Margolis, National Board of Medical Examiners
Guillermo Solano-Flores, Stanford Graduate School of Education
Roy Levy, Arizona State University



Fairness in Educational Assessment and Measurement
Edited by Neil J. Dorans and Linda L. Cook

Testing in the Professions: Credentialing Policies and Practice
Edited by Susan Davis-Becker and Chad W. Buckendahl

Validation of Score Meaning for the Next Generation of Assessments: The Use of
Response Processes
Edited by Kadriye Ercikan and James W. Pellegrino

Preparing Students for College and Careers: Theory, Measurement,
and Educational Practice
Edited by Katie Larsen McClarty, Krista D. Mattern, and Matthew N. Gaertner

Score Reporting Research and Applications
Edited by Diego Zapata-Rivera

Classroom Assessment and Educational Measurement
Edited by Susan M. Brookhart and James H. McMillan

Integrating Timing Considerations to Improve Testing Practices
Edited by Melissa J. Margolis and Richard A. Feinberg

Advancing Natural Language Processing in Educational Assessment
Edited by Victoria Yaneva and Matthias von Davier

Culturally Responsive Assessment in Classrooms and Large-Scale Contexts:
Theory, Research, and Practice
Edited by Carla M. Evans and Catherine S. Taylor

For more information about this series, please visit: https://www.routledge.com/NCME-
APPLICATIONS-OF-EDUCATIONAL-MEASUREMENT-AND-ASSESSMENT/book-series/
NCME

, Culturally Responsive Assessment in
Classrooms and Large-Scale Contexts
Theory, Research, and Practice




Edited by Carla M. Evans and Catherine S. Taylor