Culturally sustaining assessment for indigenous learners in aotearoa New Zealand: Drawing from policy, research, and educator voices

Understanding 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.