To practice assessment in diverse classrooms, teachers require insights into their students’ cultural ways of expressing themselves (Civil and Hunter 2015; Fernandes et al. 2017; Kirova and Hennig 2013).

In performance-based assessment, the use, application and demonstration of knowledge and skills are evaluated, as opposed to merely the recall of knowledge. Such assessment strategies apply to a wide variety of tasks, with a focus on open-ended tasks, higher-order and complex skills, context-sensitive strategies and complex problems that require several types of performance and significant student time.

Peer- and self-assessment are both integral to AfL (Hayward 2012) and can potentially create more equitable assessment practices in multicultural classrooms (Heritage and Wylie 2018; O’Hara et al. 2015). In peer- and self-assessment, the students are active partners who assess their own performance or that of their peers and share responsibility for assessment with the teacher. To enable such practices, the teacher should establish classroom norms that foster collaboration, trust and the appreciation of differences (Heritage and Wylie 2018)

Assignment:

In the course of each 30–40-minute lesson, small groups of 4–5 students read and discuss a short grade-level text, collaboratively create a written translation of a passage from the text, and discuss how the translation process changes their understanding of the passage or the larger text. For a more complete description of the intervention, especially for teachers interested in implementing similar practices in their own classrooms, see Goodwin and Jiménez (2015).

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