Abstracts
Abstract
Beginning with a story of travelling between northern communities and the shared experiences of the researchers, the environment, and the animals, this research reports the perspectives of teachers, administrators, and parents on how school-based assessment practices impact Inuit learners in Nunatsiavut, the Labrador Inuit Settlement Area. To adjust to current global social, economic, and environmental challenges (Council of Ministers of Education 2018; OECD 2018; United Nations 2010), mainstream jurisdictions are centering their curricular content and assessment measures on competencies (Alberta 2018; British Columbia 2018; Council of Ministers of Education 2018; OECD 2018; Ontario 2016). Our results show that many of these values are already imbedded in community- and land-based experiences in Nunatsiavut and we argue that the development of assessment practices to capture competencies can help reveal the strengths in culturally relevant curriculum and instruction in Nunatsiavut.
Keywords:
- Culturally relevant assessment,
- Inuit assessment practices,
- land-based and experiential learning
Résumé
Cet article est le résultat d’un projet de recherche qui a eu lieu sur la côte du Labrador. En tant que chercheurs et éducateurs, nous avons cherché à comprendre l’impact des pratiques d’évaluation en milieu scolaire sur les apprenants inuits du Nunatsiavut, le territoire des Inuit du Labrador. En faisant état des points de vue des enseignants, des administrateurs et des parents, nous avons constaté une persistance de contenus et de méthodes d’évaluation normatifs et culturellement biaisés. Pour s’adapter aux défis sociaux, économiques et environnementaux mondiaux actuels (Conseil des ministres de l’Éducation 2018 ; OCDE 2018 ; Nations Unies 2010), les juridictions traditionnelles centrent le contenu des programmes et les mesures d’évaluation sur des compétences telles que la réflexion critique, la créativité et la collaboration. (Alberta 2018 ; Colombie-Britannique 2018 ; Conseil des ministres de l’Éducation 2018 ; OCDE 2018v; Ontario 2016). Nos résultats montrent que bon nombre de ces valeurs sont déjà ancrées dans les expériences communautaires et terrestres au Nunatsiavut et nous soutenons que le développement de pratiques d’évaluation pour saisir les compétences peut aider à révéler les forces d’un programme et d’une instruction axés sur la culture du Nunatsiavut.
Mots-clés:
- Évaluation culturellement pertinente,
- pratiques d’évaluation des Inuit,
- apprentissage basé sur la terre et par l’expérience
Appendices
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