Traditional and Innovative Assessment Techniques for Students from Culturally and Linguistically Diverse Backgrounds: Problematic Histories and Transformative Futures

Abstract

In this chapter, I expand on ideas about assessment originally put forward by Federico Waitoller and I in recent articles about a curriculum design that cross-pollinates elements of Culturally Sustaining Pedagogy (CSP) and Universal Design for Learning (UDL). The purpose of our original work was to address the intersection of racism and ableism in education and to position disability as an identity worth sustaining at the intersection of other forms of difference such as race and national origin. I discuss problematic legacies with the ways in which assessments have functioned to stratify and sort people along racial and ability hierarchies, and place educators in powerful positions of appraisal with consequences for students' belonging and learning in schools. Finally, I articulate additional elements and features of assessment that is designed to counter these legacies while positioning Black, Indigenous, and students of color (BISOC) with disabilities as capable and knowledgeable, along with examples drawn from the literature on CSP, UDL, and research methods for data collection with students with disabilities and diverse racial memberships and communicative repertoires.

Citation

King Thorius, K.A. (2021), "Traditional and Innovative Assessment Techniques for Students from Culturally and Linguistically Diverse Backgrounds: Problematic Histories and Transformative Futures", Obiakor, F.E. and Bakken, J.P. (Ed.) Traditional and Innovative Assessment Techniques for Students with Disabilities (Advances in Special Education, Vol. 36), Emerald Publishing Limited, Leeds, pp. 197-208. https://doi.org/10.1108/S0270-401320210000036012