Culturally Relevant Performance Assessments

Koppenhaver, Chelsie

Topic: Curriculum Assessment

Summary: This article from the Learning Policy Institute discusses how performance assessments, like portfolios, panel presentations and personal reflections, can be made culturally relevant, thereby focusing on the student’s own personal experiences and empowering them to truly express themselves as an individual. This involves centering the relationships a student has built and cultivated with peers, staff and others in the course of their learning. Additionally important is the use of a student’s own personal experience as a way to drive civic and community engagement, an especially interesting focus given this course’s emphasis on communication and finding solutions to real-world problems.

Evaluation: It is important for us to realize that there is no “one-size-fits-all” approach to assessment that will work for every student or every school. If we want to communicate to students that they are the masters of their own learning then we must realize that they are each unique learners with different backgrounds and needs. The performance assessments discussed here also reach out into the community, engaging them with the students and the school at large, something that is important, not just for students and their families, but for community members who otherwise would not have a relationship or feel any connection to the school.

Citation: Kaul, M. (2019, May 28). Keeping students at the center with culturally relevant performance assessments. Retrieved from https://learningpolicyinstitute.org/blog/keeping-students-center-culturally-relevant-performance-assessments

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Community Partnerships

Corrinne Abbott

CC-Community Partnerships

Devine, J. (2018). Outside experts boost project authenticity. Edutopia.

    Retrieved from https://www.edutopia.org/video/outside-experts-boost-project-authenticity

The brief video validates using community partnerships in Problem Based Projects. Devine (2018), invites professionals in the field to work with his AP Physics students.  Students get the opportunity to discuss their projects using subject-specific vocabulary.

When students get to explain their projects to experts in the field, it validates their learning and motivates them to continue.