Lesson 1 – Indigenous-Informed Assessment Practices
Indigenous scholars argue that the concept of “best practices” in education needs to be replaced by “wise practices” that recognize the wisdom in Indigenous communities and build upon traditional cultural values and knowledge (Wesley-Esquimaux & Calliou, 2010). We might expand the narrow focus on knowledge and content in higher education to draw on learners’ lived experience and prioritize learner well-being and holistic growth.
After critiquing the systemic shortcomings of the Canadian education system in serving the needs of Indigenous students, Kirkness and Barnhardt (1991) challenged these institutions to provide an education grounded in four foundational principles: Respect, Relevance, Reciprocity, and Responsibility (the Four Rs).
Four foundational principles: Respect, Relevance, Reciprocity, and Responsibility
- Respect the inherent value and dignity of Indigenous peoples and their ways of knowing.
- Ensure educational content is relevant to Indigenous perspectives and experience.
- Foster reciprocal relationships with Indigenous communities.
- Teach responsibility for building an equitable future (Kirkness & Barnhardt, 1991).
Indigenous Holistic Framework (Pidgeon, 2014)
What might this look like in practice?
- Acknowledge and honour the history and traditions of Indigenous peoples.
- Include Indigenous perspectives by incorporating books, articles, videos, and artwork created by Indigenous authors and artists.
- Recognize the importance of Indigenous knowledge and culture in shaping our collective future.
- Develop lessons that are relevant to students’ experience and the local context.
Examples
- Early Childhood Education — Students are asked to develop learning activities that respond to the Truth and Reconciliation Commission’s Calls to Action.
- Nursing — Students are asked to collaborate with an Indigenous Community to propose culturally-sensitive public health interventions.