A Case Study of Culturally Responsive Evaluation

Abstract

This study applied a culturally responsive evaluation (CRE) to assess the impact of a multidisciplinary project-based learning(MdPjBL) program on students in two junior high schools with different cultures and contexts. Case A was located in an urban area, and the participants included five teachers acting as evaluators and 93 eighth graders, with 49 and 44 assigned to the experimental and control groups, respectively. Case B was located in an aboriginal area and included three teachers and 17 eighth graders as participants. This study used a mixed research design, applying the following approaches to collect data during program implementation: Critical Thinking Scale, Communication Scale, Creativity Scale, Collaboration Scale, Problem-solving Scale, Technological Application Scale, and students' project work outcomes. The findings indicated that (1) compared with traditional pedagogy, MdPjBL pedagogy positively impacted students’ capacities for 5Cs and technology application; (2) based on post-test results, MdPjBL pedagogy had a more positive impact on students’ capacities for 5Cs and technology application than traditional pedagogy; and (3) cultural differences among students led to different visual styles, storylines, and ways of conveying project research outcomes.