Culturally Responsive Assessment Practices: Examples from an Intercultural Multilingual Early Learning Program for Newcomer Children

Abstract

Situated in an intercultural multilingual early learning program for newcomer children in Canada, this article describes emerging practice-based approaches to culturally responsive assessment. It explores practices that identify family and child-specific strengths and needs, and includes the perspectives of parents, educators and cultural brokers, who provide insights into key cultural practices and expectations. Within these approaches, assessment becomes a pedagogical tool that assists in creating space from which culturally responsive programming can emerge.