Abstract
ABSTRACT The purpose of this paper is to theoretically explore how Hip Hop pedagogy can be utilized and implemented in K-12 classroom formative assessment practices. As a conceptual paper, there will be five sections. The first section will explore classroom formative assessment definitions and highlight theoretical frameworks used to conceptualize the pedagogical practice. The next section will begin to formulate aspects of an antiracist classroom formative assessment theoretical framework. The third section will explore how Hip Hop pedagogy can be used as an antiracist classroom formative assessment approach, while the fourth section will address considerations and objections related to such usage. The final section will end with a call to action for educational researchers, professionals, and practitioners who want to interrogate and investigate how to overcome systematic racism and oppression in our classroom assessment research and practice.
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