In a culturally sustaining assessment approach, which features are prioritized?

• A. Standardized tasks with fixed responses.
• B. Only use non-authentic texts.
• C. Honors linguistic and cultural backgrounds, uses authentic tasks, and informs instruction.
• D. Avoid linking assessment to students' identities.

Answer: (C)

In culturally sustaining assessment, the focus is on recognizing and valuing students’ linguistic and cultural backgrounds, using tasks that mirror real reading and writing practices, and using what’s learned to guide and adapt instruction. This means giving students authentic tasks—projects, portfolios, real-world literacy activities—that let them show what they can do in meaningful contexts, not just on a fixed, one-size-fits-all test. It also centers students’ identities as strengths, so instruction can build on their language and cultural resources to grow literacy skills.

When we look at the options, the best choice describes exactly this approach: honoring linguistic and cultural backgrounds, using authentic tasks, and using assessment information to inform instruction. In contrast, standardized tasks with fixed responses often miss the varied ways students read, write, and communicate in their communities. Using non-authentic texts fails to connect to students’ lived experiences and interests. And avoiding connections to students’ identities undermines the purpose of culturally sustaining assessment by treating literacy as separate from who students are.