A systemic approach to culturally responsive assessment practices and evaluation

June Slee

    Research output: Contribution to journalArticleResearchpeer-review

    Abstract

    In an earlier paper, Slee and Keenan demonstrated that it was possible for tertiary education institutions to design culturally responsive assessment procedures that complied with standardised assessment policy. The authors' paper described Growing Our Own, an initiative between Charles Darwin University and Northern Territory Catholic Education, which in 2009 began preparing in situ Indigenous teacher assistants for teacher qualification in very remote schools in the Northern Territory, Australia. The paper demonstrated that the university assessment policy accommodated Indigenous learning, reflecting students' culture, remote learning context, world experience, primary language, family and community values and entry-level competencies. This article is a systemic response to recommendations arising from a recent external evaluation of Growing Our Own and seeks to demonstrate how the project's approaches meet university assessment rules yet fit within a culturally valid framework.
    Original languageEnglish
    Pages (from-to)246-260
    Number of pages15
    JournalHigher Education Quarterly
    Volume64
    Issue number3
    DOIs
    Publication statusPublished - 2 Jul 2010

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    evaluation
    learning culture
    entry level
    university
    teacher
    assistant
    qualification
    education
    language
    school
    learning
    community
    Values
    experience
    student

    Cite this

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    A systemic approach to culturally responsive assessment practices and evaluation. / Slee, June.

    In: Higher Education Quarterly, Vol. 64, No. 3, 02.07.2010, p. 246-260.

    Research output: Contribution to journalArticleResearchpeer-review

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