| Owner: |
Jerome De Lisle
|
| Owner Email: |
jerome.delisle@yahoo.com
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| Paper Title: |
The Challenge of Decolonizing Student Assessment Systems in the Anglophone Caribbean (Poster 31)
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| Session Title: |
Classroom Assessment SIG Poster Session
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| Paper Type: |
Poster Presentation
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| Presentation Date: |
4/14/2024
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| Presentation Location: |
Philadelphia, Pennsylvania
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| Descriptors: |
Classroom Assessment, Decolonial Theory, Equity
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| Methodology: |
Conceptual/Theoretical
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| Author(s): |
Jerome De Lisle, University of the West Indies - St. Augustine
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| Unit: |
SIG-Classroom Assessment
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| Abstract: |
A student assessment system (SAS) must be fit for purpose to synergistically align with efforts at developing an equitable and high-performing education system. Transformational education reform is strongly desired in the Anglophone Caribbean; but SASs remain in a state of morphostasis, resistant to transformative change. This paper examines theory and strategies to guide assessment reform in the region, with Trinidad and Tobago used as a case study. Centred on decolonization theory, additional concepts are employed to conceptualize assessment reform for the Caribbean, including a typology of SASs, U-theory, and culturally sustaining assessment. Postcolonial SASs appear to serve specific legacy purposes but constrain equity outcomes. Moving towards a balanced SAS might be liberating and revitalising for these young societies.
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| DOI: |
https://doi.org/10.3102/2110597
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