Exploring equitable assessment practices in mathematics for culturally and linguistically diverse students

Abstract Internationally, there are reports of inequities and concerns raised about the appropriateness of standardised measures for Indigenous students’ mathematical performance (Klenowski, 2009; Solano-Flores et al., 2015). This study aims to explore how standardised assessments can be modified to provide more equitable access for culturally diverse learners. Underpinned by a strengths-based approach (McCashen, 2005) this study draws on two theoretical frameworks: Funds of knowledge and Pirie-Kieren model of understanding to examine assessment practices. The research was undertaken with Australian Aboriginal and Torres Strait Islander Year 3 students and their teachers from two schools, with students speaking English as an additional language or dialect. Data included: classroom observations; responses to three different forms of mathematics testing (standardised test, standardised test with physical manipulatives, standardised test with changed context); video recorded interviews with students ( n = 10) focusing on students interpreting and responding to all three standardised test items; and, video recorded interviews with two students who co-constructed test items to make the context more relevant (standard test with changed context). Findings indicated substantial improvements when physical manipulatives were introduced, and more modest changes when tasks were co-constructed with students to incorporate familiar contexts, reduce language, and provide alternative response formats connected to their funds of knowledge. These findings highlight the need for assessment designs that are culturally and linguistically responsive, suggesting that relatively small but intentional modifications can significantly enhance equity and validity in measuring mathematical understanding.