Teachers’ Narrative Accounts of Culturally Responsive Assessment Strategies in Urban Schools

Abstract

This study explores teachers’ narrative accounts of culturally responsive assessment strategies in urban 
schools, with a focus on understanding the specific practices, challenges, and reflective processes used 
by educators in Tehran. A qualitative research design was employed, using semi-structured interviews 
with 29 teachers from diverse urban schools in Tehran. Participants were purposefully selected to 
represent various subject areas, grade levels, and cultural backgrounds. Interviews were conducted until 
theoretical saturation was achieved, and each session was audio-recorded and transcribed verbatim. Data 
were analyzed using inductive thematic analysis, facilitated by NVivo software, to identify recurring 
themes, subthemes, and concepts reflecting teachers’ approaches to culturally responsive assessment.
Teachers reported a wide range of culturally responsive assessment strategies, including integrating 
students’ cultural backgrounds into assessment design, contextualizing tasks, and valuing linguistic 
diversity. Inclusive practices such as building trust, reducing bias, and engaging families were commonly 
cited, along with adaptations for marginalized identities and socioeconomic diversity. Teachers 
emphasized continuous professional learning, self-assessment, and collaboration despite facing systemic 
barriers such as standardized testing pressures and limited resources. Narrative accounts illustrated both 
the promise and challenge of advancing educational equity through assessment in culturally diverse 
urban settings. The study highlights the complex, multifaceted nature of culturally responsive assessment 
in urban schools, emphasizing teachers’ commitment to equity, creativity, and ongoing reflection. 
Effective culturally responsive assessment requires not only individual teacher initiative but also 
supportive professional communities, flexible policy frameworks, and engagement with families and 
communities. Systemic changes and targeted professional development are needed to overcome existing 
barriers and promote sustainable, equitable assessment practices for all students.