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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>
</abstract>

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...

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

Pubblicato online: 04 mag 2023

Pagine: 1 - 19

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

Parole chiave
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.

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

Pubblicato online: 04 mag 2023

Pagine: 1 - 19

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

Parole chiaveAssessment, 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.

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