Abstract
In this article, the author offers a brief review of the theoretical foundations, historical origins, and development of culturally responsive assessment (CRA). The concept of authentic performance assessment is discussed with its crucial role in serving as a form of CRA to support students’ learning in online learning environments. Drawing on the fields of measurement, assessment, and technology, the author highlights some key considerations in the design and implementation of culturally responsive online assessments for equity-deserving students.
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