| In a 90 minute Roundtable session, the first
rotation uses the first 45 minutes and the second rotation uses the last 45 minutes.
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| Roundtable Rotation I:
Culture and Context in Educational Assessment |
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Roundtable Presentation 563 to be held in Suwannee 19 on Friday, Nov 13, 1:40 PM to 3:10 PM
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Sponsored by the Indigenous Peoples in Evaluation TIG
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| Presenter(s):
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| Ormond Hammond, Pacific Resources for Education and Learning, hammondo@prel.org
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| Abstract:
This session will address the issues and dilemmas underlying assessing educational outcomes in culturally diverse classrooms. It will be based upon observations from two different projects. In the first the goal was to develop a meaningful set of outcome indicators for a system of Native Hawaiian educational programs. The second was a project to collect and make available online a set of indigenous assessment instruments.
Issues that were addressed in both of these efforts included important questions related to the impact of cultural context in education. For example,
- Can classroom assessment make valid use of culturally meaningful qualitative outcome measures?
- Should an education system based on indigenous culture accept and make use of non-indigenous outcome indicators?
The goal of the session is to identify and discuss the critical issues, potential approaches to resolving them, and directions for future work in this area.
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| Roundtable Rotation II:
Guided Action Research: A Culturally-Responsive Evaluation Methodology |
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Roundtable Presentation 563 to be held in Suwannee 19 on Friday, Nov 13, 1:40 PM to 3:10 PM
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Sponsored by the Indigenous Peoples in Evaluation TIG
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| Presenter(s):
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| Katherine Tibbetts, Kamehameha Schools, katibbet@ksbe.edu
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| Wendy Kekahio, Kamehameha Schools, wekekahi@ksbe.edu
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| Abstract:
Recent research and program evaluation literature (Hood, Hopson, & Frierson, 2005; Smith, 1999; Thompson-Robinson, Hopson, & SenGupta, 2004) strongly documents the need for evaluation methods that are responsive to the values and perspectives of minority and indigenous communities. The subject of this paper is an evaluation approach that is responsive to the cultural context of the Native Hawaiian education community. In addition to being culturally respectful and responsive, the approach extends the conventional purpose of evaluation to prove or improve, by employing a meta-action-research strategy to support the transfer of skills learned at the training and assess their impact on teaching and learning through synthesis of findings across multiple action research projects. The paper reports on the successes and challenges encountered as the approach was implemented and concludes with recommendations for future practice.
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