Adepeju Prince ^{1 *}

AM J QUALITATIVE RES, Volume 7, Issue 1, pp. 222-225

https://doi.org/10.29333/ajqr/12871

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Abstract

Multicultural education is beginning to gain inroads into teaching practices, educational research, and teacher training programs. There is a growing list of resources to support educators in creating welcoming spaces in the classroom for marginalized students from underrepresented groups. Educational researchers and practitioners have provided frameworks for the proper integration of multicultural content and strategies into the teaching and learning process. However, a vital part of the learning process is assessment, which is majorly framed after the content of the dominant culture. Research has shown that intelligence and state-approved tests are characterized by content that is relatable to students from the dominant culture. Taylor and Nolen (2022) have combined years of experience in teaching and research to suggest ways of creating an inclusive and just assessment that showcases the diversity of the modern American classroom. This article is a review of their book, whose aim is to situate culturally and socially responsible assessment in educational theory, research, and practice.

Keywords: Assessment, multiculturalism, K-12, educational research, practice

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