Culturally sustaining assessment for indigenous learners in aotearoa New Zealand: Drawing from policy, research, and educator voices

Understanding what constitutes culturally sustaining assessment is critical in an equitable schooling system. Assessment design and practice, culturally sustaining for Indigenous Ma<overline>ori learners, were explored using policy, literature, and semi-structured interviews with experienced educators. Analysis, supported by cultural advice, drew from Ma<overline>ori perspectives and culturally sustaining pedagogy. Characteristics found essential for culturally sustaining assessment design and practice include attending to wellbeing; embracing learner aspirations; teacher self-awareness and positioning; conducive learning spaces; and purposeful dialogic practices. Implications of study findings include that policy, cultural understanding, and professional learning are needed for assessment that maximises the potential and wellbeing of Indigenous learners.