Curriculum-embedded assessments compliment culturally responsive teaching/learning. Assessment is drawn from the class assignment, teacher instruction, and student performance. Since objectives can vary from one subject or lesson to another, assessments are varied too. Assessments can be formal and/or informal.
Curriculm-embedded assessments are discussed with more depth by Audrey L. Qualls, and E.W. Gordon in the articles linked below.
According to Gordon,
"The assessment process may be made more instructive and supportive of diverse learning experiences, the varied contexts in and vehicles through which students can demonstrate their competencies may be determined, test items may be more process-sensitive, and emphasis may be given on tests to narrowly defined products. Yet, in the final analysis the assessment procedure is ultimately most likely to reveal the effectiveness of the teaching/learning to which students have been exposed. Thus, diversity and pluralism may have more serious implications for teaching and learning than for equitable assessment technology and practice." (pp 360-361)
Gordon, E.W. Toward an Equitable System of Educational Assessment. Journal of Negro Education. 64(3). pp. 360-372. (1995). http://findarticles.com/p/articles/mi_qa3626/is_199507/ai_n8731445/?tag=content;col1
Qualls, Audrey L. Culturally Responsive Assessment: Development Strategies and Validity Issues. Journal of Negro Education. Summer, 1998. http://findarticles.com/p/articles/mi_qa3626/is_199807/ai_n8790217/pg2/?tag=content;col1
