Culturally responsive policy development: Co-constructing assessment and reporting practices with First Nation educators in Alberta

Abstract

Abstract Informed by an adaption of the tri-level reform framework, we collaborated with a First Nation district student assessment committee, school principals, and district personnel to develop a student assessment policy. Through a series of workshops and meetings with school administrators and classroom teachers from Tsuut’ina Nation, located in southern Alberta, Canada, we created an assessment, evaluation, and reporting policy aligned to Tsuut’ina fundamental values, provincial priorities, and best practices in student assessment. Teaching practices that are aligned to the three educational pillars of learner outcomes, instruction, and assessment, as well as the Tsuut’ina fundamental values, have the potential to impact the Nation’s student educational success. We discuss implications of this work in relation to collaboration, Indigenous world view, and outcome-based reporting.