Model CRA by co-designing course assessment with students through an in-class assessment conversation¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The guide recommends that instructors model culturally responsive assessment by treating course assessment itself as an object of co-design: holding an in-class assessment conversation in which students discuss and shape how their learning will be evaluated. This enacts the guide's definition of co-design as "intentionally building a design partnership over time between people working together across differences in power, identity, perspective, role, and more to create positive change." Course assessments should then support learning and growth, with deliberate reflection on assessment features.

Design Implications¶

Context¶

Requirements¶

• Instructors must be willing to share assessment decision-making power with students and facilitate open classroom culture

Constraints¶

Target Learners¶

• graduate students in CRA courses

Target Learning Goals¶

• experience culturally responsive assessment practices firsthand
• develop capacity for ethical engagement with diverse communities

Related Strategies¶

• Co-Creating Classroom Norms

Examples¶

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Key Sources¶

• Culturally Responsive Assessment Collaborative. (2025, November). Introduction to Culturally Responsive Assessment: A Graduate Course Design Guide. Digital Promise. https://doi.org/10.51388/20.500.12265/276/