This article reviews 45 assessment tools designed to capture aspects of teaching and learning to teach for equity, social justice, and/or diversity to understand whether the existing tools measure up to the most pressing concerns in teacher education. First, we provide an overview of the 45 assessment tools, focusing on conventional properties. Second, we argue that the tools need to be examined beyond the conventional categories by attending to culture in both the content of assessments and their development processes. Finally, we use Kirkhart’s multicultural validity framework to reexamine the tools, focusing on their theoretical, methodological, relational, experiential, and consequential dimensions. Our analysis reveals that only a few assessments “measure up,” when examined in terms of multicultural validity. This means they tend not to do enough to address the most pressing challenges in today’s teacher education context or to advance equity and social justice goals at a deep level.

本文回顾了 45 种评估工具，旨在捕捉教学和学习的各个方面，以促进公平、社会正义和/或多样性教学，以了解现有工具是否符合教师教育中最紧迫的问题。首先，我们概述了 45 种评估工具，重点关注常规属性。其次，我们认为这些工具需要通过在评估内容及其发展过程中关注文化来超越传统类别进行检查。最后，我们使用柯克哈特的多元文化有效性框架来重新审视这些工具，重点关注它们的理论、方法、关系、经验和结果维度。我们的分析表明，在多元文化有效性方面，只有少数评估“符合标准”。