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040			_cLDD
100			_aKerr, Brigit Giovanna
245			_aCulturally sustaining assessment for indigenous learners in aotearoa New Zealand: Drawing from policy, research, and educator voices
260			_aElsevier, 2024
300			_bp. 1-10
490			_aAn International Journal Of Research And Studies _vVol. 143
500			_aUnderstanding what constitutes culturally sustaining assessment is critical in an equitable schooling system. Assessment design and practice, culturally sustaining for Indigenous Māori learners, were explored using policy, literature, and semi-structured interviews with experienced educators. Analysis, supported by cultural advice, drew from Māori perspectives and culturally sustaining pedagogy. Characteristics found essential for culturally sustaining assessment design and practice include attending to wellbeing; embracing learner aspirations; teacher self-awareness and positioning; conducive learning spaces; and purposeful dialogic practices. Implications of study findings include that policy, cultural understanding, and professional learning are needed for assessment that maximises the potential and wellbeing of Indigenous learners.
650			_aAssessment
700			_aAverill, Robin Margaret
856			_yclick here to access online _uhttps://www.sciencedirect.com/science/article/pii/S0742051X24000994
942			_2ddc _cARTICLES
999			_c194300 _d194300