**1. Introduction**

Sitting in a classroom with a laptop open to a rubric that targets the five dimensions of multicultural education [1] and multicultural approaches [2], a professor digitally evaluates the performance of teacher candidates (TCs) in the student teaching course on a learning management system. One by one, the TCs share multimedia presentations on culturally relevant activities for their selected English Language Learner (ELL) case study students. Simultaneously, teacher candidates in the audience who are enrolled in the same student teaching course are notating their favorite colleague activities and justifying their opinion with their university-issued I-pad pen and digital journals. While teacher candidates pause to allow others to prepare to present, the professor asks students to address where they are cognitively in their understanding of Banks' dimensions and approaches. Students journal privately to their professor's comments such as:

"I need more work on understanding knowledge construction. I say this because I will need to work towards helping my students become effective critical thinkers".

"The concepts that I learned the most today were content integration and an equity pedagogy. The concept that I need more work on is prejudice reduction and empowering school culture".

"The concepts that I learned about the most today was Content Integration. I learned that there is more to it than just showing different cultures flags, holidays, and famous people".

"The concept I need more work on is content integration cause including other cultures and not creating biases against my students through the activities I chose is important. I see now that my Hispanic holiday stuff could reinforce stereotypes".

Faculty members and teacher candidates are able to depict and assess how cultural relevance is represented using a fictitious ELL case study student within the four walls of their university multiculturalism classroom. But the question presents itself as to what can be observed in teacher candidates who move cultural relevance from theory to practice in student teaching? What digital tool is used to measure and evaluate students' culturally responsive behaviors or lack thereof in actual classroom settings? This chapter responds to address these questions by sharing the 4-year experience of implementing an annotated software system to promote collaborative assessment of learning outcomes required by educational preparation programs for preservice teachers.
