Our World, Our Ways -- Assessment with an Indigenous perspective

The world of assessment is incredibly vast and the "what ifs" that plague it make unpacking it a difficult task for teachers.  While reading through chapter six of this document, many discussions from both ECS 350 and ECS 410 come to mind, as many of the things touched upon in the document link back. For example, on page 113, this list is provided:

As a result of these circumstances, Aboriginal students may be

penalized by a number of common assessment practices, including:

·        single rather than multiple assessment methods

·        inflexible deadlines (with late

penalties or “0” for incomplete

assignments)

·        time-limited assessments

·        marks awarded for class participation and effort

·        awarding zeros for incomplete or missing assignments

·        failure to match testing to teaching

·        surprising students with pop quizzes

It specifically states this for Aboriginal students (and it makes sense based on the fact that it is a document discussing teaching First Nations, Métis, and Inuit learners), but I feel as though each of these points can/should be applied to all learners.  In fact, save for the parts discussing the specific Indigenous cultural aspects, this could be applied to anyone.

Using multiple assessment methods and tools should become common practice among educators.  In our own careers as students, we have experienced that we learn differently than our classmates, and having the option to express what we have learned in different ways, whether it be oral, visual, musical, etc.

The chapter also brings up some really important sample strategies for teachers to use with their students, but to pull one out that I thought was really important, it suggests that we provide an in-class review.  Now, some people may say “well of course you would provide an in-class review, that’s only natural,” without thinking of the bigger benefits that it actually provides.  You will most certainly have students who have parents/guardians that are more than willing and able to aid in the study process.  However, not all students have these supports at home, so if you are to offer these supports, it really “levels the playing field,” so to speak.  These in-class reviews are also beneficial for every student, as they will begin to understand exactly what the teacher is looking for on the exam.  

 Assessment is still a pool of uncertainty, as we can never be sure if our practices are really benefitting every student in the long run.  Until we find a utopian school with practices in place that aid everyone, we just need to be aware of the potential of our students and continue to adapt our practices.