Integrating learning, teaching and assessment in collaboration and partnership with Western Australian schools and communities within an Indigenous context

Catherine Donaldson, Anita Lee-Hong, Tanya Humes, Mindy Oxenburgh, Maureen Turnbull and Jean Williams
Curtin University of Technology

Keywords: portfolios; styles of evaluation; collaborative partnerships

A major focus of the Bachelor of Education Conversion Course (BECC) is supporting the philosophy of educating Indigenous people in their Communities, as well as capacity building and skilling for leadership. The BECC was developed, and is an ongoing collaborative partnership, between the participating community schools, the Faculty of Education and Centre for Aboriginal Studies at Curtin and the Department of Education and Training (DET), Western Australia .

An outcome-focused approach meets the skill and knowledge needs of a best practice graduate teacher in the work force. This is achieved through a combination of practicum and mentoring in schools, as well as academic study on Curtin campus. Students study in an environment at Curtin that caters to the diversity of cultural understandings in Indigenous communities, and they can return to their schools and school communities and immediately practice what they have been learning. The assessment processes involved focuses on action learning principles and hands on development of new knowledges using five Dimensions that have been identified by the DET as an evaluative tool to achieve best practice teaching outcomes.

The initial selection process begins with students presenting and creating a portfolio addressing each of the five Dimensions. This portfolio is developed throughout the course and students exit with a comprehensive Professional Portfolio showcasing their achievements in these dimensions.

The BECC Study Block is an intensive four week study programme held each semester. Evaluation in these study blocks is individual but also uses group learning, modelling and visual learning that has been identified as a preferred learning and evaluative style for many Indigenous adult learners. Styles of evaluation have been considered carefully and are often revisited to incorporate the diverse cultural nature of each cohort. For example, peer evaluation is generally not considered appropriate but peer discussion is important for the group involvement and a group consensus is reached for evaluating information presented.