Cognitive Educational Models of Assessment, Programming and Instruction for Native Learners
The article examines issues related to assessment and instruction for Native North American learners. The inappropriateness and inadequacy of assessment instruments normed on the majority population is demonstrated for Inuit learners. Bias in favor of the majority culture, in both assessment and cur...
| Main Authors: | , |
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| Format: | Article in Journal/Newspaper |
| Language: | English |
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UBC Faculty of Education
2021
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| Online Access: | http://ojs.library.ubc.ca/index.php/CJNE/article/view/195739 https://doi.org/10.14288/cjne.v20i1.195739 |
| Summary: | The article examines issues related to assessment and instruction for Native North American learners. The inappropriateness and inadequacy of assessment instruments normed on the majority population is demonstrated for Inuit learners. Bias in favor of the majority culture, in both assessment and curriculum content, has been identified as leading to low academic achievement of Native stu dents. A number of approaches to Native assessment and instruction are examined, particularly attempts to identify Native learning styles and to adapt curriculum and instruction to match Native learning styles. A cognitive educational model of assessment, programming, and instruction is proposed to meet the instructional needs of individual Native students for development of each student's full potential. |
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