Culturally responsive policy development: Co-constructing assessment and reporting practices with First Nation educators in Alberta

Autor:	Hill S. Laurie, Sietz Paolina
Jazyk:	angličtina
Rok vydání:	2023
Předmět:	assessment evaluation reporting indigenous world view collaboration tri-level reform framework Theory and practice of education LB5-3640
Zdroj:	Journal of Educational Leadership, Policy and Practice, Vol 37, Iss 1, Pp 1-19 (2023)
Druh dokumentu:	article
ISSN:	1178-8690 2023-0001
DOI:	10.2478/jelpp-2023-0001
Popis:	Informed by an adaption of the tri-level reform framework, we collaborated with a First Nation district student assessment committee, school principals, and district personnel to develop a student assessment policy. Through a series of workshops and meetings with school administrators and classroom teachers from Tsuut’ina Nation, located in southern Alberta, Canada, we created an assessment, evaluation, and reporting policy aligned to Tsuut’ina fundamental values, provincial priorities, and best practices in student assessment. Teaching practices that are aligned to the three educational pillars of learner outcomes, instruction, and assessment, as well as the Tsuut’ina fundamental values, have the potential to impact the Nation’s student educational success. We discuss implications of this work in relation to collaboration, Indigenous world view, and outcome-based reporting.
Databáze:	Directory of Open Access Journals
Externí odkaz:	https://doaj.org/article/b2e018e49346497e933b65fe7595e05d Zobrazit plný text záznamu View record in DOAJ Plný text ve formátu PDF Plný text ve formátu HTML
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