Toward a Theory of Socioculturally Responsive Assessment

Figures & data

Table 1. A secondary-level test item presenting a problem situation that connects to, and values, examinee experience, culture, and identity.

Immigrant groups in the US bring significant assets and encounter significant challenges that may be associated with sociocultural characteristics (e.g., language, beliefs and practices, parents’ education level, economic status, race/ethnicity). In a written response:

Describe a sociocultural characteristic of one or more immigrant groups

Identify a significant asset associated with that characteristic, as well as a way in which societal structures might pose challenges for individuals with that characteristic

Discuss how that asset and challenge might affect the school experience of learners from that group

Suggest how teachers and student peers might use that asset to help those students progress

Note. Adapted from California Commission on Teacher Credentialing, California Teacher of English Learners Study Guide (Section 5), 2021, Retrieved from https://www.ctcexams.nesinc.com/content/docs/CX_SGsection5.pdf.

Figure 1. 2021 AP® 3-D Art and Design sustained investigation of impact of stress/anxiety (Image 6).

Note. Material(s): Nickel sheet metal. Process(es): Wearable cage neckpiece created by piercing nickel sheet and forming using an anvil and mallet. © 2020-2021 by Jessica McAnn. Used by permission. Sustained investigation can be viewed at https://apcentral.collegeboard.org/pdf/ap21-3d-art-and-design-sustained-investigation-row-c-score3.pdf

Table 2. Written response from 2021 AP® 3-D Art and Design sustained investigation of impact of stress/anxiety.

Throughout my body of work, I continuously explore: In what ways can I communicate how stress/anxiety impact me regarding my mental and physical health while having ADHD and depression? … my body of work creates an intimate dialogue between the wearer and the art. Each piece is physically and conceptually restrictive, communicating the feeling of suffocation and entrapment, while at the same time, incorporating the beauty and fragility found in butterflies. The movement of the butterflies emphasizes the desire to escape from unwanted feelings. Images 1-7 communicate the feeling of restriction and suffocation. “Fight or Flight” (image 5) displays the feeling of being trapped, caged and held back, shown by the likeness of a cage and the butterflies trapped behind the bars. “Wings of Deception” (images 8–9) and “Anxiety’s Flight” (image 10) are about suppressing overwhelming emotions, the fear of being vulnerable, and hiding from my anxiety along w/the need to conform to societal pressures. Images 11–15 start to move closer toward the ultimate goal of freedom from my anxiety.

Note. © 2020–2021 by Jessica McAnn. Used by permission.

Figure 2. 2021 AP® 3-D Art and Design sustained investigation of religion and gender identity (Image 1).

Note. Material(s): Performance - wood, found cloth, mascara. Process(es): Constructed wood and fabric garment, recorded act of putting on and taking off. © 2020-2021 by Is Perlman. Used by permission. Sustained investigation can be viewed at https://apcentral.collegeboard.org/pdf/ap21-3d-art-and-design-sustained-investigation-row-a-score3.pdf

Table 3. Written response from 2021 AP® 3-D Art and Design sustained investigation of religion and gender identity.

As a transgender person, my relationship with religion is impacted by my gender identity. Through performance and installation, I sought to find connections between gendered rituals and cultural understandings of religious sanctity. I began my concentration in [images] 1–3 by creating performance pieces. I used fabric, water, and my body to explore rituals and gendered garments through performances with varying levels of light and texture. I continued by documenting my own routines of transitioning and depicting them as religious rituals. In 4/8/9, mundane acts of gender presentation are framed as concerted acts of spirituality. I use low light levels and projection to emphasize the idea that gender-affirming expression can be a beacon of light in a world of darkness. I continued by exploring the nuances of visibility as a trans person, utilizing performance as a way to depict gray areas of perception. In 9/14/15, I transcribed my old journal entries onto white cloth, reflecting my former self’s inability to articulate my identity to others. Through these works, I contextualize my experiences as inherently holy, using rituals as a tool for self-empowerment and catharsis.

Note. © 2020–2021 by Is Perlman. Used by permission.

Figure 3. AP® 3-D Art and Design sustained investigation of black hair/beauty (Image 4).

Note. “Flexin My Complexion, 2021.” Medium: Photography, Fiber Arts, Metal. Location: Greenville, SC. Model: Karis Finklin. © 2020-2021 by Kristen-Alyse Finklin. Used by permission. Sustained investigation can be viewed at https://apcentral.collegeboard.org/pdf/ap21-3d-art-and-design-sustained-investigation-row-b-score3.pdf

Table 4. Written response from 2021 AP® 3-D Art and Design sustained investigation of black hair/beauty.

What defines Black hair/beauty? What are the political ties between Black hair and business? Why? How can I properly represent Black hair while still exposing the negative connotations around it? In this series of work,“Flexin” My Complexion,” I am exploring the strong, historical, cultural and political tie between African American women and their hair. Hair is the most elevated part of the body and it holds a cultural and spiritual importance to Africans much like how it holds value to African Americans. The work uses materials that represent common African American hairstyles like box braids, dreadlocks, cornrows, and afros, combined with items that represent female African cultures and the Historical/political culture of America. On the 55th anniversary of the Civil Rights Act, U.S. courts are still divided about African Americans’ right to wear their natural hair in the workplace. Many African American women and Men are being fired and denied jobs because their natural hair is “unprofessional.” My work focuses on redefining Black hair in the workplace. I utilize business casual wear, specifically suit jackets, and combine them with braided hair to represent unity and equality.

Note. © 2020–2021 by Kristen-Alyse Finklin. Used by permission.

Figure 4. An initial theory of socioculturally responsive assessment.