Student Science Achievement and the Integration of Indigenous Knowledge on Standardized Tests

Autor/inn/en	Dupuis, Juliann; Abrams, Eleanor
Titel	Student Science Achievement and the Integration of Indigenous Knowledge on Standardized Tests
Quelle	In: Cultural Studies of Science Education, 12 (2017) 3, S.581-604 (24 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1871-1502
DOI	10.1007/s11422-016-9728-6
Schlagwörter	Science Achievement; Science Tests; Indigenous Knowledge; Test Items; Culture Fair Tests; Student Evaluation; American Indian Students; Culturally Relevant Education; Science Curriculum; Standardized Tests; White Students; Comparative Analysis; Scores; Correlation; Montana + Suchen Sie Ihr Suchwort? Test content; Testaufgabe; Schulnote; Studentische Bewertung; Standadised tests; Standardisierter Test; Korrelation
Abstract	In this article, we examine how American Indian students in Montana performed on standardized state science assessments when a small number of test items based upon traditional science knowledge from a cultural curriculum, "Indian Education for All", were included. Montana is the first state in the US to mandate the use of a culturally relevant curriculum in all schools "and" to incorporate this curriculum into a portion of the standardized assessment items. This study compares White and American Indian student test scores on these particular test items to determine how White and American Indian students perform on culturally relevant test items compared to traditional standard science test items. The connections between student achievement on adapted culturally relevant science test items versus traditional items brings valuable insights to the fields of science education, research on student assessments, and Indigenous studies. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01