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<p>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.</p>
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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.

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

Journal of Educational Leadership, Policy and Practice

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Informed by an adaption of the tri-level reform framework, we collaborated with a First Nation district student assessment committee, school principals, and...

Fundamental values	Student achievement policy
Respect: We are respectful of ourselves, our Board, our Nation, our children, and our partners in education.	Teacher feedback to students should be presented in a manner that engenders self-confidence and a belief that they are capable learners. The level of achievement reflects the most recent evidence of what the student knows and is able to do in terms of the learner outcomes.
Integrity: We are honest, true, and ethical to ourselves and our stakeholders.	Teachers must keep meaningful records of evidence that indicates what the students know and are able to do in terms of learner outcomes. Teachers, according to their professional judgment, need to provide students with multiple opportunities to demonstrate their ability to meet learner outcomes.
Equality: We are fair and unbiased in our decisions and actions.	Classroom assessment methods must be fair and accurate— minimising all possible bias and giving all students equal opportunities to demonstrate their learning. Teachers will ensure accurate, fair, consistent, and equitable student evaluation.
Accountability: We are accountable to each other, the Nation, our children, and our future generation.	Students and parents are aware of the learner outcomes for assessment purposes at the beginning of each unit, program, or course. Teachers establish with students what they need to know and be able to do based on learner outcomes.

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

Published Online: May 04, 2023

Page range: 1 - 19

DOI: https://doi.org/10.2478/jelpp-2023-0001

Keywords
Assessment, evaluation, reporting, Indigenous world view, collaboration, tri-level reform framework

© 2023 S. Laurie Hill et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Tsuut’ina Nation fundamental values and student achievement policy alignment

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

Published Online: May 04, 2023

Page range: 1 - 19

DOI: https://doi.org/10.2478/jelpp-2023-0001

KeywordsAssessment, evaluation, reporting, Indigenous world view, collaboration, tri-level reform framework

© 2023 S. Laurie Hill et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

Tsuut’ina Nation fundamental values and student achievement policy alignment

Keywords
Assessment, evaluation, reporting, Indigenous world view, collaboration, tri-level reform framework