Assessment and Practice in Educational Sciences 3092-717X 2 Serial Number 6 2024 04 01 Teachers’ Narrative Accounts of Culturally Responsive Assessment Strategies in Urban Schools Teachers’ Narrative Accounts of Culturally Responsive Assessment Strategies in Urban Schools 1 9 EN Journal Article 2024 02 12 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.

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