When western epistemology and an indigenous worldview meet: Culturally responsive assessment in practice
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There exists a natural tension between standards-based assessment and a multicultural perspective of assessment. The purpose of this paper was to examine issues of culturally-sensitive assessment, specifically within the context of preparing a female American Indian doctoral candidate in Educational Leadership. How does an instructor with a Western worldview fairly evaluate a research topic proposal written from an Indigenous paradigm? A case study design bounded by a single assignment and the instructor’s reflections of that assignment provided the context for examination. When the instructor and the student operate from different worldviews, there is a mismatch in expectations. Criteria for evaluating a student’s understanding from an alternative perspective need to be explored.
Carjuzaa, J. & Ruff, W.G. (2010). When western epistemology and an indigenous worldview meet: Culturally responsive assessment in practice. Journal of Scholarship of Teaching and Learning, 10 (1), pp 68-79.