Essay Sample on Culturally Responsive Assessment: Key Terms & Concepts

Introduction

Standardization, assessment, culturally responsive, and globalization, as well as response, present some of the key terms and concepts related to culturally responsive assessment. Every section of critical terms plays an essential role in methods that enhances culturally responsive assessment. On the other sides of definitions, culturally responsive refers to enabled ability to learn from other cultures and relate respectfully with your culture as well as the culture of different people within a given set of environment example education. With a collection of vital definitions within the professional environment of teaching, the student is more likely to respond positively and enable their responsive ability because it covers a variety of teaching methods. The essay here analyses culturally responsive assessment by focusing on definitions of key terms and concepts related to culturally responsive assessment as well as how these definitions fit into my current professional environment and challenges associated.

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Definitions of key terms and concepts such as standardization give educators and education systems an upper hand in understanding complex ideas regarding culturally responsive assessment. Standardization in the professional set of the environment is defined as the process of working on something example-teaching approach to conform to a given set of standards initially agreed on (Army, & Kelly Kelly 2018). Another essential term is assessment, which refers to the process of determining the nature or quality of something, in this case, culture response. It is an ideal idea that buys into the concept of assessment because it enables students and educators how the quality of a given teaching approach influence different culturally assessments. Globalization, in this context, refers to the process of interacting and integrating with peoples' cultures. Studying diversity prompts a culturally responsive assessment.

Every set of previously mentioned definition fit into my current professional environment because of various influences each holds. The definition of culturally responsive assessment fits into my current professional setting because it focuses on embracing different cultures and provide the essentials required to understand what culturally responsive concept entails in a professional environment (Beck, 2018). The definition covers different ideas that are culturally competent and help further the understanding of various perspectives around unique cultures as far as teaching and education are concerned. It fits into the current professional environment because students are in a position to learn what is different and foster their confidence in presenting different concepts relating to academic content and even those outside academics.

Definition of standardization fit into my current professional environment because it works at providing a standard approach for the student to adopt, especially in presenting academic arguments. The method works on centralizing and making the different cultural concept understandable to all students in a given professional set of environment. Furthermore, the idea of standardization embraces what stands as copying with diversity because, in my current professional environment, the concept of globalization is a practical aspect that requires teachers to compress different cultures to suit in teaching approach (Hindman, Wasik, & Bradley 2019). The approach that student finds competent and provide a wide range of strategies they can use to explain academic content and share their views without the feeling of intimidation by cultural background. On the other side of a key term, assessment, the idea fit into this my current professional environment as it evaluates the validity of the topic, culturally responsive assessment. Besides, the key term also weighs the quality of approach, culturally responsive assessment.

A good number of challenges is associated with achieving culturally responsive assessment methods. Equity is one of the significant challenges that come with ways of assessment in school systems, teaching institutions, bearing in mind an institution admits a student from a variety of ethnic groups (Jankowski, Timmer, Kinzie, & Kuh 2018). I recommend institutions to embrace a given set of approach that suits students from a different culture, and the method should embrace diversity. Institutions and educators should note what few sets of strategies cover demonstrations valid to every student; the approaches should then fit into cultural backgrounds. I also recommend educators and school systems to initiate equality in every set of assessment as it gives certain types of learning and approaches equal opportunities that students can rely upon to deliver their academic content when required.

Without equity in culturally responsive assessment methods, a chance exists that can hinder the validation of multiple means of teaching demonstrations. I recommend educators and school systems to embrace cultural diversity that will pose minimal chances of blocking demonstration because this looks into the idea that covers a large number of students. Students who can express their academic ideas and arguments using a different set of demonstrating means. Improvement in this context focus on four steps regarding the assessment cycle. The first known step is precise definition and identification of learning results or outcomes. Development should work in the sense that every set of assessment cover approaches that try to fit every ethnic group and focus on providing valid learning outcomes. The second section of assessment that should meet improvement based on my recommendation is assessment measures, which still assess each learning outcome. The update remains on correct assessment measures in evaluating learning outcomes as far as diversity is concerned in school systems.

Since culturally responsive assessment methods come with a couple of challenges such as creating and adapting assessment tools, I recommend school systems and educators to figure out a different way of a platform where students can argue their understanding and response. A set of techniques exist that can help school systems and educators to embrace this given valid change in the assessment methods (Kuh, Gambino, Ludvik, & O'Donnell 2018). Some of the ways include empowering students to share thoughts and integrating diverse work and study practices as well as understanding student needs of learning and styles. Mentioned changes or updates fosters and emulate culturally- significant instruction that will help students focus hence an advancement in the culturally responsive assessment method. The approach and recommendation are ideal as it focuses on what culture response is after and the school system as well as objectives of educators.

Recommendation on school systems still focus on conditions for creating a culturally responsive classroom. The idea and approach of culturally sensitive class work rapidly when school system and educators prepare and develop a positive attitude as well as fostering confidence (Moi Mooi, Lew, & Nelson 2016). Fostering confidence is crucial within a classroom because it shades away from the feeling of being intimidated by cultural backgrounds, a student stand and expresses the academic content.

Conclusion

To sum up, standardization and culture, as well as globalization, covers significant key terms related to culturally responsive assessment. Every set of critical terms hold definitions that are relevant to the topic, culturally responsive assessment. The definition of cultural response fit into my current professional environment because it influences assessment stapes and outcomes as well focusing on challenges that come with culturally responsive methods in school systems. I recommend schools systems to include culturally responsive teaching strategies such as presenting new concepts using students' vocabularies. All these techniques influence culturally responsive assessment.

References

Army, L., & Kelly Kelly, A. L. 2018). Standardization, assessment, and globalization. Thresholds in education, 41(1), 43-50. https://academyedstudies.files.wordpress.com/2018/03/kelly_final.pdf

Beck, S. M. (2018). Socio-cultural assessment of ecosystem services for community planning and sustainability, A(Doctoral dissertation, Colorado State University. Libraries). https://open.library.ubc.ca/cIRcle/collections/facultyresearchandpublications/52383/items/1.0348745

Hindman, A. H., Wasik, B. A., & Bradley, D. E. (2019). How classroom conversations unfold: Exploring teacher-child exchanges during shared book reading. Early Education and Development, 30(4), 478-495. https://education.temple.edu/about/faculty-staff/barbara-a-wasik-bwasik

Jankowski, N. A., Timmer, J. D., Kinzie, J., & Kuh, G. D. (2018). Assessment that matters: Trending toward practices that document authentic student learning. National Institute for Learning Outcomes Assessment. http://www.learningoutcomesassessment.org/documents/NILOA2018SurveyReport.pdf

Kuh, G. D., Gambino, L. M., Ludvik, M. B., & O'Donnell, K. (2018). Using ePortfolio to document and deepen the impact of HIPs on learning dispositions. Occasional Paper, (32). http://www.learningoutcomeassessment.org/documents/Occ%20paper%2032Final.pdf

Moi Mooi, L., Lew, M. M., & Nelson, R. F. (2016). New teachers' challenges: How culturally responsive teaching, classroom management, and assessment literacy are intertwined. Multicultural Education, 23(3-4), 7-13. https://files.eric.ed.gov/fulltext/EJ1119450.pdf