Standardized Assesment in Mathematics: A Qualitative Exploration of Black Nova Scotian Perspectives and Experiences
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Date
2024-12-16
Authors
Ray, Cassondra M.
Journal Title
Journal ISSN
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Publisher
Mount Saint Vincent University
Abstract
Systemic challenges in the Nova Scotian education system for Black students, including the disproportionate placement on Individual Program Plans (IPPs), are well-documented. However, there is a dearth of research on how mathematics achievement assessments impact this population. The current study explored Black individuals' experiences and perspectives regarding mathematics assessment practices in the province. Semi-structured interviews were conducted with community members and staff from a local Africentric learning institute. Data were analyzed using reflective thematic analysis with culturally relevant pedagogy as the theoretical framework. Themes included negative experiences with math assessments, a one-size-fits-all approach, flawed assessment tools, and high-stakes testing. Participants also endorsed that math assessments lack cultural relevance for Black students. Pedagogical and assessment improvements included building students’ math confidence to combat racialized narratives, incorporating Black culture and lived experiences, and including parents to teach children math. Implications for school psychologists and future research are discussed.