EPISODE DESCRIPTION
Join us as we explore the ways we are now considering re-assembling literacies assessment. Through this experience, we thought about undoing, decolonizing, liberating, and righting assessment. We used several questions to guide our thinking in each.
Undoing assessment: What happens when assessment practices uphold systems rather than the literacy practices of children? What needs “undoing” so that literacies assessment allows for noticing and reflecting differently—attuning to what matters in learners’ ways of knowing, being, and doing?
Decolonizing assessment: What is involved in the work of decolonizing assessment? What can be learned from Indigenous communities engaged in revitalizing Indigenous languages, culture, and literacies education through Indigenous epistemologies and ontologies?
Liberating assessment: How do we confront the ideological nature of literacies assessment? How might assessment be re-imagined as a practice of deep listening, of shifting power and agency to students whose voices and ways of knowing have been marginalized, de-valued, and de-legitimized?
Righting assessment: What happens when we begin from the premise that literacies assessment needs to affirm and engage students’ multilingual repertoires, identities, and competencies? How can literacies assessment support learners in their intellectual and creative endeavours?
undoing, decolonizing, liberating, righting and reassembling literacies assessment 