Charles Darwin University

CDU eSpace
Institutional Repository

 
CDU Staff and Student only
 

Culturally responsive learning assessment and evaluation strategies for Indigenous teacher education students in remote communities of the Northern Territory of Australia

Maher, Marguerite (2010). Culturally responsive learning assessment and evaluation strategies for Indigenous teacher education students in remote communities of the Northern Territory of Australia. Studies in Learning Evaluation Innovation and Development,2(7):42-54.

Document type: Journal Article
Citation counts: Google Scholar Search Google Scholar
Attached Files (Some files may be inaccessible until you login with your CDU eSpace credentials)
Name Description MIMEType Size Downloads
Download this reading Maher_37217.pdf Published version application/pdf 95.86KB 69
Reading the attached file works best in Firefox, Chrome and IE 9 or later.

IRMA ID 81704288xPUB127
Title Culturally responsive learning assessment and evaluation strategies for Indigenous teacher education students in remote communities of the Northern Territory of Australia
Author Maher, Marguerite
Journal Name Studies in Learning Evaluation Innovation and Development
Publication Date 2010
Volume Number 2
Issue Number 7
ISSN 1832-2050   (check CDU catalogue open catalogue search in new window)
Start Page 42
End Page 54
Total Pages 12
Place of Publication Australia
Publisher Central Queensland University * Division of Teaching and Learning Services
HERDC Category C1 - Journal Article (DIISR)
Abstract Pre-service teacher educators at university level have a seemingly conflicting role of designing culturally responsive evaluation and assessment strategies that  inform future classroom practitioners yet meet university assessment regulations. This paper reports how this duality is being successfully accomplished within the Growing Our Own Indigenous teacher education  project run by Charles Darwin University in five remote Indigenous communities in the Northern  Territory, Australia.

Nakata’s (2007b) culturally responsive principles are used as a framework for tailoring evaluation  within the teacher education program.

These are:
• the need to focus on the graduates’ capacity to work in complex and changing terrains,
• the need for curriculum design and evaluation to build on the current capacities and  experiences of Indigenous students, and
• the need to provide stronger support for Indigenous students to ensure they engage more  rigorously since the challenges they face need more attention in curriculum and evaluation design.

Strategies are described whereby lecturers ensure that learning, assessment and evaluation  strategies for Indigenous pre-service teachers reflect their ways of knowing, being and doing,  their remote learning context, their world experience, their primary language and their family and  community values. These strategies generalise across settings yet might become compromised within  the increasing emphasis on nationally consistent standards, and challenge the tendency of teaching  primarily to tests rather than to culturally diverse needs found in every classroom.
Description for Link Link to published version
URL http://www.sleid.cqu.edu.au/viewissue.php?id=23


© copyright

Every reasonable effort has been made to ensure that permission has been obtained for items included in CDU eSpace. If you believe that your rights have been infringed by this repository, please contact digitisation@cdu.edu.au.

 
Versions
Version Filter Type
Access Statistics: 47 Abstract Views, 69 File Downloads  -  Detailed Statistics
Created: Fri, 17 Jan 2014, 00:22:25 CST