Validating a Teacher Self-Assessment of Cultural Responsiveness: Use and Implications (OS057)

  • PMD: 1,5
  • Skill Level: Intermediate
  • Session 3: Promoting Diversity and Multicultural Competence in School Psychology
  • Live Chat:
    (Posters available on demand at any time during the convention week and for sixty days thereafter.)

Learner Objectives

This session will help participants…

  1. learn about the development of a teacher self-assessment for culturally and contextually relevant classroom practice and its use (the ACCReS), as interpreted through the lens of Kane’s (1990) argument-based approach for validation.
  2. understand implications for the ACCReS use, as well as future research to strengthen the validity of the data produced.
  3. be able to apply the ACCReS to their practice or research activity.


In schools, tools are needed to assess teachers’ culturally responsive actions. Yet, few instruments have been validated for this use. We describe validation procedures applied to the Assessment of Culturally and Contextually Relevant Supports (ACCReS), a teacher-self assessment, using Kane’s (1990) argument-based approach to validation. This includes a description of factor analyses, concurrent validity, and results of differential item functioning analysis. We offer ideas for future research and applications to school psychologists and educational leaders.



Sadie C. Cathcart, University of Massachusetts - Boston
Lindsay M. Fallon, University of Massachusetts - Boston
Austin H. Johnson, University of California, Riverside


Talia Berkowitz

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