Socio-Cultural Curriculum to Enhance Learning: The Case of Pre-Service Teachers in a Classroom Assessment Course

Kaitlyn Fuoco ’26, English/Secondary Education major Faculty mentor: Dr. Comfort Ateh, Secondary Education This project examines pre-service teachers’ (PSTs) engagement in a socio-cultural curriculum aimed at enhancing their knowledge and skill in practicing inclusive assessment. The study considers the complexity of the education landscape arising from an increasing diversity in student population, which calls for inclusive pedagogy that allows every student to have access to knowledge regardless of socio-cultural background. The data collected included documents (lesson and unit plans, weekly teaching reflections and evaluations, etc.) that were coded based on socio-cultural themes and discussed through a validity lens. Findings show that engaging PSTs in a socio-cultural curriculum enhances their inclusive classroom assessment practice.