Culturally Responsive Performance-Based Assessment: Conceptual and Psychometric Considerations

Abstract

This article provides a rationalefor advocating the development of culturally responsive performance-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.