Decolonizing Assessment

Centre for Learning and Teaching

Decolonizing Assessment

This session is part of the Decolonization Workshop Series.

This four-part series invites faculty members, instructors, and teaching assistants to reflect on what it means to take a decolonial approach to teaching and learning. Drawing on Eve Tuck and K. Wayne Yang鈥檚 reminder that 鈥渄ecolonization is not a metaphor,鈥� the series distinguishes decolonization from Indigenization and inclusion, and explores how colonial legacies continue to shape higher education. Together, we will consider how to reimagine virtual and in-person classroom participation, assessment practices, and our broader academic contexts in ways that are more just, relational, and responsive.

Wednesday, December 10
2鈥�3 p.m.
锘縊苍濒颈苍别
(opens in new window)

Grades, rubrics, and tests often reflect Euro-Western notions of success. This workshop introduces alternative, relational, and culturally responsive approaches to evaluating learning, helping faculty critically examine whose knowledge is valued and how assessment can reinforce or challenge inequities.

Through attending this session, participants will learn to:

Recognize how traditional assessment methods reflect colonial and cultural assumptions.
Explore relational, inclusive, and culturally responsive assessment strategies.
Design evaluation practices that honor diverse ways of knowing and learning, while supporting student growth and success.

This session builds on concepts from the previous workshops but can be attended independently by anyone interested in transforming assessment practices.