Culturally responsive assessment

Promoting equity and inclusion in refugee education

Bibliographic Data

ID22204367
AuthorsJohn Kirwa Tum Kole (0000-0002-8880-493X, corresponding author)
Year2026
Volume13
Pages102677
Publication date2026-06-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueSocial Sciences & Humanities Open (JOURNAL)
Journal identifiersISSN: 2590-2911 • E-ISSN: 2590-2911
PublisherElsevier BV (PUBLISHER)
DOI10.1016/j.ssaho.2026.102677
OpenAlexW7135410480
LanguageEN
References cited19

Australia's increasingly diverse classrooms include growing numbers of refugee-background students whose educational experiences are shaped by cultural, linguistic, and socio-emotional complexity. Yet assessment in Australian schools still relies heavily on standardised, language-dependent, norm-referenced measures that privilege monolingual, middle-class, Eurocentric benchmarks. These systems often overlook multilingual repertoires and culturally mediated ways of demonstrating knowledge, misrepresenting capability and reinforcing structural inequities. This systematic review examines how Culturally Responsive Assessment (CRA) can address such bias and promote equity for refugee-background learners in Australian K–12 schools.Guided by the PRISMA 2020 framework, a systematic search of Scopus, ERIC, Web of Science, ProQuest, and Google Scholar identified 21 peer-reviewed studies published between 2010 and 2025. The corpus included qualitative, mixed-methods, conceptual, and review-based research. Data extraction and coding, managed in NVivo, followed Thomas and Harden’s (2008) thematic synthesis approach and were informed by Vygotsky's Sociocultural Theory.Findings show that standardised assessments such as NAPLAN, grounded in monolingual, Eurocentric, and middle-class norms, systematically misrepresent refugee-background students' knowledge and potential. By contrast, CRA practices—arts-based, narrative, multilingual, and community co-designed tasks—recast assessment as multimodal, relational, and dialogic, foregrounding students’ cultural identities, linguistic resources, and participatory agency. These practices enact key Vygotskian concepts of mediation, cultural tools, and the zone of proximal development by emphasising what learners can do with scaffolded support rather than decontextualised written performance. However, CRA implementation is constrained by test-centric accountability regimes, tokenistic school–community engagement, fragmented policy settings, and gaps in teacher preparation and trauma-informed support.The review concludes that CRA can serve as a transformative framework for assessment equity when embedded within a broader sociocultural–intersectional, trauma-informed, and socioecological agenda. It proposes a typology of four systemic domains—policy alignment, teacher professional capacity, community partnership and co-design, and trauma-informed integration—as key leverage points for reform to move CRA from isolated classroom innovation toward sustained institutional change

Immigration · Narrative · Refugee · Education and experiences of immigrants and refugees · Global Education and Multiculturalism · Migration, Health and Trauma

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