Special Topics in Teaching (CTE219)

Abstract: The growing diversity of students within higher education institutions warrants having assessments that are more culturally and globally understood by students and faculty.   The conventional or dominant Western assessment methods tend to seek out knowledge through their own cultural lens. To access knowledge missed through this conventional method of assessment would be realized through expanding assessment methods to include cultural integrity. Presented is one example of an alternative Indigenous framework for assessing students’ knowledge expansion towards the creation of ‘new’ knowledge. Participants will have the opportunity to experience this framework for their own evaluation as to its value.

Learning Objectives:

• To  identify the need for cultural inclusion in student assessment
• To enable educators to compare their own worldview on student assessment with an Indigenous worldview
• To discuss the value of incorporating self-assessment