More Holistic Assessment for Improved Education Outcomes

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dc.contributor.authorStonechild, Blair
dc.contributor.authorMcGowan, Sharlene
dc.contributor.editorSaskatchewan Instructional Development and Research Unit
dc.date.accessioned2016-05-02T19:27:53Z
dc.date.available2016-05-02T19:27:53Z
dc.date.issued2009-12
dc.description.abstractThis study examines the desirability and potential of incorporating more holistic methods of assessment in the school system. It examines the role of Indigenous knowledge and concepts and uses surveys to gauge attitudes towards change. The study recommends that assessment can and should be more holistic, and that meaningful changes can result in a more fulfilling educational experience for students.en_US
dc.description.authorstatusOtheren_US
dc.description.peerreviewnoen_US
dc.identifier.urihttps://hdl.handle.net/10294/6751
dc.language.isoenen_US
dc.publisherSaskatchewan Instructional Development and Research Uniten_US
dc.subjectSaskatchewan Instructional Development & Research Uniten_US
dc.subjectFirst Nationsen_US
dc.subjectMétisen_US
dc.subjectFaculty of Educationen_US
dc.titleMore Holistic Assessment for Improved Education Outcomesen_US
dc.typeWorking Paperen_US
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