Involve community members and a variety of rich resource bases that reflect varied cultural expressions to help develop instructional tasks and to suggest authentic assessment measures by which to gauge student achievement. Teachers must not confuse familiarity with knowledge or in-depth understanding. In addition to activating prior knowledge, teachers must help correct any misconceptions or stereotypes in the students' understanding. It is difficult, if not impossible, to assess complex thinking and problem-solving skills using traditional measures such as standardized tests. The trend in assessment is toward alternative measures that provide opportunities for students to demonstrate cultural connections, to elaborate on central, integrative themes, and to explore new meanings and relationships in generative or dynamic ways.
Some educators view knowledge development as cumulative.
Other educators believe in a standardized school program that emphasizes a common core of knowledge and does not include personalized, culturally-oriented understanding. They often use standardized instructional programs such as basal readers and textbooks. DuSable High School uses graphic organizers to activate students' prior knowledge. Kamehameha Early Education Program draws on strengths of the Hawaiian culture. Professional development programs help teachers activate students' prior knowledge and real-life experiences.