Consider Indigenous assessment approaches
The following resources discuss the role of assessment in Indigenous cultures, and methods of assessing students' learning in keeping with Indigenous knowledges and systems.
Analyzing assessment practices for Indigenous students, by Jane P. Preston and Tim R. Claypool (article, 11 pages)
A document analysis determined that Western assessment methods were often culturally insensitive towards Indigenous students and assumed that students were drawing on a certain cultural knowledge base; standardized tests did not take into account cultural or linguistic barriers, and there was a consistent emphasis upon the cognitive knowledge domain to the exclusion of physical, emotional, and spiritual development. The authors recommend instructors focus instead on collaborative, experiential, and authentic assessment approaches that recognize students’ varying worldviews.
Australian Indigenous students: Addressing equity issues in assessment, by Val Klenowski (article, 16 pages)
The author encourages instructors to be attentive to what knowledge students draw on and avoid assuming that all students have similar points of reference. Klenowski explores questions surrounding curriculum, assessment, and access to education and resources. She describes the importance of considering how culture-aware assessment practices can support students’ learning experiences during assessments.
Our words, our ways: Teaching First Nations, Métis and Inuit learners, by Alberta Education (report, 228 pages)
This report provides an extensive commentary on Aboriginal cultures, students, contexts (including the classroom, school, family, and community), learning strategies, and assessment (pp. 111-122). While written with a primary / secondary education context in mind, many ideas are transferable to higher education.
Redefining learning and assessment practices impacting Aboriginal students: Considering Aboriginal priorities via Aboriginal and Western worldviews, by Tim R. Claypool and Jane P. Preston (article)
This article discusses methods of assessment in Indigenous learning environments. It compares Western and Aboriginal methods of assessment, and makes suggestions for adapting assessment methods in consideration of Aboriginal knowledges.
Re-framing mainstream assessment: Colleges use Native philosophies of growth and reflection, by Maggie George (Tachii’nii clan, Naakaii Dine clan) and Daniel McLaughlin (article, 5 pages)
This article recognizes the potential challenges of assessing students’ work and provides ideas for how Indigenous teachers and elders can educate their students. Practical examples and teaching activities are provided that reflect Indigenous knowledges and ways of teaching and sharing.
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While this resource is accessible worldwide, McGill University is on land which has served and continues to serve as a site of meeting and exchange amongst Indigenous peoples, including the Haudenosaunee and Anishinabeg nations. Teaching and Learning Services acknowledges and thanks the diverse Indigenous peoples whose footsteps mark this territory on which peoples of the world now gather. This land acknowledgment is shared as a starting point to provide context for further learning and action.
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