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Raising Equity through Culture-fair assessment: A Sociocultural Perspective

This paper proposes that equity in relation to assessment is more of a sociocultural issue than a technical concern. In exploring ways to address the underperformance of Indigenous students in mathematics achievement the concepts of culture fair assessment and culturally responsive pedagogy are analysed. This study investigates how teacher awareness of ways to use assessment data formatively and their understanding of the literacy demands of mathematical assessment tasks are fundamental to promoting Indigenous student participation. The importance of the teacher’,s knowledge of the Indigenous students’, ways of knowing, and being, for the achievement of successful teacher-student relationships is also emphasised.

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