Across the world, teachers’ classroom assessment tasks and responsibilities are becoming more diverse due to increased migration. In this review, we address how migrant
students are affected by assessment, both summative and formative, at the classroom
level, with a focus on culturally responsive assessment (CRA). Previous research has
shown that CRA practices mainly occur in student-centred classrooms. Furthermore,
both student and teacher beliefs about teaching and learning might negatively affect
migrant students’ opportunities to engage in assessment situations. Teaching and
assessment practices should be negotiated and aligned with and included in classroom
norms to be culturally responsive. We propose that what is generally considered a valid
and reliable assessment practice might need to be adjusted to account for students’
cultural ways of knowing and participating and how this is expressed and communicated within the classroom