Assessment for Equity

Over the past few decades, assessment for learning (AFL) has taken root in education policies globally. However, much of the literature has been driven by Western researchers. The question arises: How do the ideals of formative assessment translate across varied cultures?

This program embarks on an insightful exploration, examining assessment for learning through various cultural lenses, to uncover how we might best design instructional strategies and learning experiences that resonate with all learners in our classrooms. The program recognizes cultural diversity as necessary for innovation, and innovation as necessary for improving outcomes for learners.

This fully online, cohort-based program will first frame the idea of culture itself, then consider the inherent values and bias within Western-influenced assessment practices.  It will feature guest scholars and thought leaders who will engage in thought-provoking discussions about how assessment for learning aligns or conflicts with a range of diverse cultures.


Big Ideas

  • Assessment can be used as a tool for oppression and used to divide.
  • Assessment approaches are value laden. Understanding the values both in our own assessment practices and those from other cultures enables us to be more inclusive and effective as practitioners.
  • Characterizing learning approaches as culturally based is problematic as it minimizes local diversity and variations within groups. However, some generalizations can be helpful for practitioners in designing learning for the students in the room.
  • A “both/and” perspective invites innovation into our practice.
  • Unexamined bias about how people from cultures other than our own engage in learning can impact our classroom practice and relationships with families in unhelpful and harmful ways.


There will be 7 online synchronous sessions held from 4:30-6:00pm PT on the below dates.

Date Topic Guest Scholar Guest Practitioner
Oct. 24, 2024 The Cultural Bias of AFL / Formative Assessment NA NA
Nov. 7, 2024 Indigenous Cultures & AFL Jo Chrona TBA
Nov. 28, 2024 Confucian-Heritage Culture & AFL Nina Pak Lui Rosalind Poon
Dec. 12, 2024 South Asian Cultures & AFL TBA TBA
Jan. 23, 2025 Islam-Heritage Cultures & AFL TBA TBA
Feb. 6, 2025 African-Heritage Cultures & AFL Dr. Jade Caines Lee TBA
Feb. 20, 2025 Articulating a More Nuanced Understanding NA NA

Guest Speakers

Synchronous sessions will include a guest scholar and a guest practitioner grounded in each of the cultural lenses being discussed.

Indigenous cultures & AFL

Jo Chrona is a speaker, education consultant, Indigenous education advocate, and author of Wayi Wah! Indigenous Pedagogies: An Act for Reconciliation and Anti-Racist Education (2022). Jo is Ganhada of Waap K’oom and is a member of the Kitsumkalum First Nation, a Ts'msyen community in British Columbia, and also has European ancestry. She currently lives on Salt Spring Island, traditional territories of the W̱SÁNEĆ (Tsawout) and Quw’utsun.

Jo’s professional experience includes over 25 years teaching in both the K-12 and post-secondary systems in BC, working as a Policy Analyst and Curriculum Manager for the First Nations Education Steering Committee (FNESC), an Advisor to the BC Ministry of Education, and a Faculty Associate in SFU’s Teacher Education Program.

Jo has also been involved in curriculum development and resource writing, professional learning through inquiry networks, and Indigenous education. She participated in various aspects of educational transformation in BC’s K-12 system and development of Indigenous education policies, as well as managed and contributed to the development of authentic Indigenous teacher resource guides. She is currently exploring the connections between Indigenous-informed pedagogies and authentic assessment.

Jo has a Bachelor of Arts from SFU, a Diploma of Education from UBC, and Master’s Degree in Educational Technology from UBC.

Jo is passionate about helping create systemic change in K- 12 education systems to help create truly inclusive, high-quality, strength-based education experiences for all learners. She currently consults and provides professional learning sessions that focus on the intersections of Indigenous education and anti-racism.

Confucian-Heritage Culture & AFL

Details coming.

Rosalind Poon has been a lead learner with the Richmond School District for the past 24 years.  She is currently a school leader at a secondary school.  Through her work as a teacher, consultant and school-based educational leader, she has developed a strong interest in examining how assessment practices are equitable and can be used to build students up so that they can be more confident, resilient and reflective about their own learning.  Rosalind looks forward to learning alongside the Assessment for Equity Community. 

African-heritage cultures & AFL

Jade Caines Lee, PhD, is an Assistant Research Professor at the University of Kansas’ Achievement and Assessment Institute. She leads the Equity and Assessment area within the Center for Learner Agency Research and Action. She is also founder and CEO of JCRG LLC, an educational consulting firm which assists clients with educational research, measurement, and evaluation needs, as well as educational program development and professional development, for over a decade. She has been a career educator, teaching P-12, undergraduate, graduate students and life-long learners for over 20 years. She has presented and published in the areas of validity, classroom assessment, evaluation research, and fairness issues in the educational measurement field, and in the areas of evaluation and intervention research that aims to improve teaching and learning for marginalized people.


Brooke Moore

Brooke Moore is a parent, the District Principal of Inquiry and Innovation in the Delta School District, and Adjunct Professor at the University of British Columbia. Throughout these roles, both professional and personal, she is motivated by a vision where all young people can move into adulthood with dignity, purpose, and options. She learned this vision from the Network of Inquiry and Indigenous Education which has been a rich source of learning, support, and collaboration throughout her career. Her first trade book, co-authoured with Robin Gregory, will be published by Cambridge University Press in early 2024 and is called “Sorting it out: Supporting teenage decision making”.

Synchronous sessions will include guest scholars grounded in each of the cultural lenses being discussed.



The program fee is $850 + GST.

Secure Payment

Payment is made through the secure UBC online payment gateway via credit card or accepted Interac cards (BMO, RBC, ScotiaBank, TD CanadaTrust). Please note, we are unable to accept Visa Debit cards.

If your school district is financially supporting your participation, we can also invoice them directly. Please contact us if this is the case.

Deadline to register is September 15, 2024

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