Check yourself! Exploring current culturally responsive teaching assessment measures

Abstract

AbstractCulturally responsive teaching (CRT) was introduced over 30 years ago and remains an educational framework used to guide instruction today. Although research has evidenced its utility and positive impact, little is known about available tools to guide practitioners in assessing and monitoring their implementation of CRT practices. This systematic review aimed to identify and describe available assessment tools that incorporate dimensions of CRT. Systematic search procedures produced 18 tools educators can access and use to assess the implementation of CRT in the classroom. All 18 instruments are self‐reported, and a few include alternate forms of evaluation, such as an observational section. All tools located encompass aspects of the CRT framework, including self‐efficacy, cultural competence, belonging, and relationship building. Results indicated that nearly half of the tools reviewed (44%) focus on educator self‐efficacy of CRT (i.e., I know I can do X), several (28%) focus on educators' action or implementation of CRT (i.e., I do X), and many (28%) focus on educators' cultural humility or competence (i.e., I understand how to support X). Limitations and implications for research and practice are discussed.