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VOL. 1, ISSUE 2 (2025)
The impact of culturally responsive assessment practices on the achievement of diverse learners in social studies
Authors
Millicent Ewusie, Alex Danso
Abstract
The purpose of this study was to examine the
impact of culturally responsive assessment practices on the achievement of
diverse learners in social studies. The study employed the Systematic
Literature Review approach and the PRISMA reporting framework. Keywords and
phrases were used to search for relevant studies from online databases such as
ERIC, Jstor, Google Scholar, and ProQuest. The study established inclusion and
exclusion criteria that guided the screening and selection of suitable
articles. 15 studies were included in the final review after the application of
the inclusion and exclusion criteria. Data were extracted from the included
studies with the aid of a Microsoft Excel sheet. The synthesis of the data
showed that culturally responsive assessment improves the achievement of
diverse learners in social studies. Specifically, it was revealed that
culturally responsive assessment practices enhance assessment practices,
motivate students, increase engagement, and improve students' learning outcomes.
It was observed that the barriers to effective culturally responsive assessment
practices include limited awareness and practices, rigid policies and resource
constraints, cultural and linguistic disconnect, and time and practical
challenges. Further, the review revealed a significant gap in the African
literature on culturally responsive assessment practices. The study concludes
by making recommendations for practice, policy, and future research.
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Pages:13-20
How to cite this article:
Millicent Ewusie, Alex Danso "The impact of culturally responsive assessment practices on the achievement of diverse learners in social studies". International Journal of Advanced Education
, Vol 1, Issue 2, 2025, Pages 13-20
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