Rethinking assessment in an Indigenous specific program

Alma Fleet*, Rosalind Kitson

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    3 Citations (Scopus)


    Nonstandard entry programs into higher education include worthy goals and problematic processes. Although effective practices in teacher education would seem to be well established, complications arise when good intentions intersect with university protocols, issues of power, history, rights, and cultural complexities. This article reports on an Australian study on assessment approaches in an early childhood Indigenous teacher education program. Focus group investigations with current students and teaching staff and interviews with graduates reveal some similarities in perception, but a range of challenges to be addressed. Diversity of perspective characterizes both the student groups' and lecturers' responses.

    Original languageEnglish
    Pages (from-to)397-413
    Number of pages17
    JournalAlberta Journal of Educational Research
    Issue number3
    Publication statusPublished - Sept 2009


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