Making Assessment Practices Valid for Indigenous American Students

Autor/inn/en	Nelson-Barber, Sharon; Trumbull, Elise
Titel	Making Assessment Practices Valid for Indigenous American Students
Quelle	In: Journal of American Indian Education, 46 (2007) 3, S.132-147 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8731
Schlagwörter	Cues; Federal Legislation; Educational Objectives; Educational Assessment; American Indians; Alaska Natives; American Indian Education; Outcomes of Education; Second Language Learning; Student Evaluation; Evaluation Methods; Indigenous Knowledge; Problem Solving; Cultural Traits; Cultural Awareness; Educational History; Sociocultural Patterns; Educational Strategies; Test Bias + Suchen Sie Ihr Suchwort? Stichwort; Bundesrecht; Educational objective; Bildungsziel; Erziehungsziel; Education; assessment; Bewertungssystem; American Indian; Indianer; Inuit; Lernleistung; Schulerfolg; Zweitsprachenerwerb; Schulnote; Studentische Bewertung; Problemlösen; Cultural identity; Kulturelle Identität; History of education; Bildungsgeschichte; Soziokulturelle Theorie; Lehrstrategie; Testkritik
Abstract	Educational assessment, as it is typically conducted in U.S. schools, does not successfully capture or build on potentially important content knowledge and understanding of Indigenous students. In fact, current policies (such as the No Child Left Behind Act, 2002) are interfering with the implementation of many of the things we know about making assessments appropriate for Native students. This paper draws from the authors' extensive experience working with Indigenous teachers and communities to discuss how their well-developed ways of knowing, learning, and problem solving can be understood and utilized in the analyses of student processes and products. The paper explores some of the cultural perspectives and culture-related strengths exhibited by Indigenous learners and shows how awareness of them can lead to a reduction in bias and inequity in assessment. It also explores the issues in the context of some of the historical and sociocultural factors that have affected the schooling of American Indians and Alaska Natives. Suggestions are offered regarding research that could contribute to identification of strategies for improving educational outcomes for these students. New research would build on what we know to be effective and take cues from what has worked successfully for English language learners who face challenges similar to Native students. (Author).
Anmerkungen	Center for Indian Education. Arizona State University, College of Education, P.O. Box 871311, Tempe, AZ 95287-1311. Tel: 480-965-6292; Web site: http://jaie.asu.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10