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TheexampleofaEuroamericantherapistinherearlysispresentedAsculturalproducts,assessmentsystems,andinstrumentsareareflectionoftheculturesin whichtheyoriginateandreproducethecharacteristicsofthosecultures.ChiaraLogliCulturallyResponsiveAssessmentforAfricanAmericanStudentswith LearningandBehavioralChallengesKimKohPublishedinCulturalandPedagogicalemberTheself-assessmentandreflectiveconversationsaredesignedto inspireinwardreflection,bothindependentlyandwithapeer,inordertoimproveequitableandhighachievementCulturallyUnresponsiveAssessmentDesign PreviousresearchhasshownthatCRApracticesmainlyoccurinstudent-centredCanada,thisarticledescribesemergingpractice-basedapproachestoculturally responsiveassessmentConductthisprocesstogetherwithparents/family,communitymembersandpotentiallystudentsinyourschoolcommunityTheCulturally ResponsiveHigherEducationCurriculumAssessmentToolpresentedherein,providesanopportunityforfacultymembers(individuallyorasateam)totakea deep-diveintotheircurriculumanddiscoverwhetheritisculturallyresponsiveandsustaining,orifmodificationsareneededTocreatetheCulturallyResponsive CurriculumScorecard,theauthors“drewuponawidevarietyofexistingresources,includingmulticulturalrubrics,anti-biasrubrics,textbookrubrics,andrubrics aimedatCulturalknowledge:Thecounselorhasknowledgeoftheclient’sculture,worldview,andexpectationsforthecounselingrelationshipCulturalskills:The counselorhastheabilitytointerveneinamannerthatisculturallysensitiveandrelevantTheself-assessmentandreflectiveconversationsaredesignedtoinspire inwardreflection,bothindependentlyandwithapeer,inordertoimproveequitableandhighachievementoutcomesforourschools,classroomsEvaluatethe culturalresponsivenessofyourcurriculumusingtheCulturallyResponsiveCurriculumScorecard(availableforEnglishLanguageArts[KBPDF]andSTEAM [MBPDF]subjects)CulturalconstructsthatcouldbeaddressedusingtheCRSStoolinclude,butarenotlimitedto,race,Addressesthefirstandmostessential partofcross-culturalwork:thetherapist'spersonalself-exploration,includinginformationonvalues,biasesandthenecessityofhumilityandcriticalthinkingskillsin maintainingcompassionandpreventingdefensivebehaviorsHerearesomeexamplesofassessmentsthatareculturallyunresponsivebecausetheydonotconsider learners’identities,CulturallyResponsiveAssessmentRevisitingtheQuestforEquityandQualityinStudentLearning•Assessmentsareculturallyresponsivewhen they:makelearningmeaningfulandhelpstudentsthinkabouttheirlearning;fosterculturalcompetence;promotesocio-politicalconsciousness[4]Thispaper focusesonThepurposeofthisdocumentistobeawindowintoourprogressandpracticeasculturallyresponsiveandcompetenteducatorsAccordingly,cultural responsivenessinlarge-scaleassessmentconcernstheentireprocessofassessment,notsimplyitstestsortheanalysisoftestscoresInthisreview,weaddress howmigrantstudentsareaffectedbyassessment,bothsummativeandformative,attheclassroomlevel,withafocusonculturallyresponsiveassessment(CRA) GloriaDCampbell-whatley.,AssessmentforEffectivetheCulturallyResponsiveSupervisionSelf-Assessment(CRSS)tool., DesigningCulturallyResponsive OnlineAssessmentsforEquity-DeservingStudents(p)CulturalknowledgeistypicallygainedduringtheclinicalassessmentprocessAcrosstheworld,teachers’ classroomassessmenttasksandresponsibilitiesarebecomingmorediverseduetoincreasedmigrationItexplorespracticesthatidentifyfamilyandchild-specific strengthsandneeds,andincludestheperspectivesofparents,educatorsandculturalbrokers,whoprovideinsightsintokeyculturalpracticesandexpectationsTip: Oneofthemosteffectivewaystoremovebarrierstotraditionalassessmentsistodesignculturallyresponsiveassessmentpractices