Culturally responsive teaching (CRT) was introduced over 30 years ago and remains an educational framework used to guide instruction today. Although research has evidenced its utility and positive impact, little is known about available tools to guide practitioners in assessing and monitoring their implementation of CRT practices. This systematic review aimed to identify and describe available assessment tools that incorporate dimensions of CRT. Systematic search procedures produced 18 tools educators can access and use to assess the implementation of CRT in the classroom. All 18 instruments are self‐reported, and a few include alternate forms of evaluation, such as an observational section. All tools located encompass aspects of the CRT framework, including self‐efficacy, cultural competence, belonging, and relationship building. Results indicated that nearly half of the tools reviewed (44%) focus on educator self‐efficacy of CRT (i.e., I know I can do X), several (28%) focus on educators' action or implementation of CRT (i.e., I do X), and many (28%) focus on educators' cultural humility or competence (i.e., I understand how to support X). Limitations and implications for research and practice are discussed.

中文翻译：

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自行检查！探索当前文化响应式教学评估措施

文化响应式教学 (CRT) 于 30 多年前推出，至今仍是用于指导教学的教育框架。尽管研究已经证明了其实用性和积极影响，但对于指导从业者评估和监控 CRT 实践实施的可用工具知之甚少。本系统综述旨在识别和描述包含 CRT 维度的可用评估工具。系统搜索程序产生了 18 种工具，教育工作者可以访问和使用这些工具来评估 CRT 在课堂上的实施情况。所有 18 种工具都是自我报告，其中一些包括替代形式的评估，例如观察部分。所有工具都包含 CRT 框架的各个方面，包括自我效能、文化能力、归属感和关系建设。结果表明，所审查的工具中近一半 (44%) 侧重于教育者对 CRT 的自我效能（即，我知道我能做 X），一些工具（28%）侧重于教育者的行动或 CRT 的实施（即，我知道我能做 X）。做 X），许多人（28％）关注教育工作者的文化谦逊或能力（即我了解如何支持 X）。讨论了研究和实践的局限性和影响。