Deck 9: Exploring Definitions of Indigenous Student Success

Question 1

What are some aspects that promoted the rapid increase of education as a social and economic determinant of success?

A) Technology transfer, social exchange, and community consistency
B) Information transfer, technology, and social change
C) Information exchange, employment, and community support
D) Technology transfer, employment, and social consistency

Answer 1

B

Question 2

For many Indigenous kids, the following characteristics do not fit with their lives outside of school, with the exception of:

A) Educational goals
B) Family expectations
C) Educational standards
D) Forms of treatment

Answer 2

A

Question 3

Which of the following describes a fundamental factor often missing from or denigrated in the schools' system for Indigenous Children?

A) Central aspects connected to their cultural identities
B) High educational goals and standards
C) High quality of education
D) Community support

Answer 3

C

Question 4

The United Nations promoted the following goal to be achieved by 2030:

A) Equality in the number of male and female graduates at primary and secondary school levels
B) Universal literacy-where all youth and adults learn the same language for better mutual understanding and communication
C) Universal inclusive and equitable primary and secondary education worldwide
D) Access to postsecondary education free for all

Question 5

Residential schooling is described by the Truth and Reconciliation Commission of Canada (TRC) as _______.

A) a school system created to isolate Indigenous children from their own culture
B) a network of federal institutions for the integration of children into Canadian culture
C) an extension of the Canadian school system to give extra care and attention to Indigenous children's education
D) a system of cultural genocide

Question 6

The TRC final report (2015) underscored the urgency of attending to Indigenous children and youth education issues by _______.

A) giving examples of what is being done in other parts of the world with similar experiences
B) outlining several case studies as examples of what needs to be done
C) laying out a series of Calls to Action to ensure that measures are in place to improve educational outcomes
D) providing the Ministry of Education with step-by-step solutions to implement

Question 7

In response to the TRC Calls to Action, the school jurisdictions throughout Canada have implemented which of the following to ensure that Indigenous perspectives are part of a wider range of measures to improve Indigenous student success?

A) Changes to policies and curriculum
B) Special training for Indigenous students
C) Changes to the classroom structure and setup
D) Initiatives that focus on the continuous assimilation of Indigenous students

Question 8

UNESCO and other organizations focus on capacities for human development on a global basis, by _______.

A) focusing on levels of graduate school completion and job satisfaction
B) emphasizing equality among subject matters and grade levels
C) focusing on educational indicators such as attitude towards learning and specific subjects
D) concentrating on educational indicators such as levels of elementary school completion or gender equality in participation

Question 9

In Canada, where most youths are expected to complete high school, great attention is paid to indicators such as _______ when comparing education across different nations or population subgroups.

A) Levels of SAT scores when entering university
B) Levels of postsecondary enrolment and completion
C) Levels of GPA after graduating from high school
D) Career choice variation

Question 10

The libertarian Fraser Institute in Canada has created a "report card" _______.

A) based on provincial test results and other quantitative data to encourage parents to choose their children's schools.
B) focusing on course-specific test results for more effective classifications of institutions
C) based on Canada-wide standards and other qualitative data to encourage parents to choose their children's schools.
D) a and c are correct

Question 11

Data from the Programme for International Student Assessment (PISA) and other assessments have made it possible for governments and educators to identify which of the following?

A) That greater resources may be needed to address learning requirements and establish support to improve educational achievement in certain schools, areas, and groups.
B) Continuing kinds of educational inequity.
C) They demonstrated that school systems considering inequalities can make a difference in elevating student performance.
D) All of the above

Question 12

Focusing on specific quantifiable sorts of information, such as standardized test scores, can provide a snapshot of _______.

A) an accurate estimate of the career path a student will take about others.
B) where a student stands in relation to others in terms of specific types of knowledge or abilities at a specific point in time.
C) a long-term perspective of where a student stands in relation to others in terms of specific types of knowledge or abilities.
D) an effective assessment of where a student stands in relation to others in terms of general knowledge and abilities.

Question 13

Examples of social, cultural, and economic resources that may affect educational success are:

A) Home-based activities and capacities to support learning
B) Parental familiarity with education systems
C) Training of staff in educational institutions
D) a and b are correct

Question 14

Media groups, politicians, and advocacy groups that focus on issues like school choice and accountability tend to ignore or pay minimal attention to _______, which are important factors that affect educational success.

A) Socioeconomic conditions and school environments
B) Test scores and environmental factors
C) Family background and examinations performance
D) Individual factors that affect students

Question 15

While providing information for making decisions related to student progress or employment, assessments usually exclude which of the following?

A) Skills and competencies related to ethical responsibility and social relationships
B) Academic skills related to main subject areas such English and Math
C) Organizational skills related to punctuality and finishing tasks
D) Writing and reading skills for specific levels of education

Question 16

Racialized communities have advanced initiatives that acknowledge and support alternative definitions of education success, such as the Afrocentric school in Toronto, in order to:

A) Increase the academic performance of their students
B) Promote curriculum and skills that affirm and reinforce solid grounding in cultural identity and heritage
C) Promote standardized testing and evaluations of success
D) All of the above

Question 17

Indigenous educators and scholars have emphasized the importance of articulating and recognizing which of the following?

A) Building upon cultural resources that will improve academic performance
B) Building upon skills that are important for entering the workforce in Canada
C) Indigenous conceptions of education and success
D) a and c are correct

Question 18

What are the common Indigenous perspective and pedagogies shared across First Nations, Inuit, and Métis?

A) A holistic approach to personal growth in which interpersonal relationships, spirituality, and natural settings are all connected
B) An understanding of educational and career success that is connected to the success of their communities
C) Their family and social responsibilities in how to care for family and community
D) A mainstream schooling approach that has a positive effect on the shaping of students

Question 19

Who have members within a specific community context worked with to ensure Indigenous knowledge and pedagogies are built into the curriculum?

A) Indigenous Elders, Knowledge Keepers, and scholars
B) Academic experts, teachers, and members of the Education council
C) Community members, teachers, and researchers
D) School superintendents, academic scholars, and successful graduates

Question 20

Settler colonial powers relied on the displacement of Indigenous peoples from their ancestral areas, as well as the suppression of their cultures and social patterns. What institutions were a central part of this process?

A) Boarding schools
B) Residential schools
C) Immigration services
D) Residential services

Question 21

In Alberta, provincial reports from 2019 on high school completion rates and the transition to postsecondary students reveal:

A) A small difference in high school completion, but a very large difference in the high school to postsecondary transition rate between all Alberta students and Indigenous students
B) A 24.8% difference in high school completion rate and 22.5% difference in the high school to postsecondary transition rate between all Alberta students and Indigenous students
C) A 22.5% difference in high school completion rate and 24.8% difference in the high school to postsecondary transition rate between all Alberta students and Indigenous students
D) A 48.5% percent difference in high school completion rate and no difference in the high school to postsecondary transition rate between all Alberta students and Indigenous students

Question 22

Performance measures identified by the Government of Alberta include all of the following except:

A) Percentages of Alberta students and Indigenous students who are achieving standards on provincial achievement tests and diploma examinations
B) Annually dropping out at the ages of 11-15
C) Writing four or more diploma examinations within three years of entering grade 10
D) Completing high school within five years of entering grade 10

Question 23

Accountability Pillars include all of the following except:

A) Safe and caring schools
B) Student learning opportunities and learning achievement
C) Preparation for lifelong learning and the world of work
D) Continuous improvement

Question 24

Although the definition of student success is not clearly defined in official documents and statements in Alberta's education system, one of the following is woven into their documents. Which one is it?

A) The importance of students getting significantly higher grades than students in other provinces
B) The importance of students to enter post-secondary education the year after high school graduation
C) The importance of students participating in extra
D) The importance of student learning achievement in terms of provincial achievement tests and exams, as well as high school graduation

Question 25

Indigenous students aligned their goals and actions in relation to which of the following?

A) Standardized path set by educators.
B) Personal values and goals.
C) Academic achievement.
D) Possibility to attend post-secondary school.

Question 26

For several parents and students, schools should play a role in which of the following?

A) Fostering student's intellectual skills and academic performance
B) Developing math and science skills and knowledge as a priority
C) Fostering students' identity by providing access to learning about culture and language
D) Developing hands-on skills that will be useful for future work

Question 27

The 2017 OECD report Promising Practices in Supporting Success for Indigenous Students is informed by an analytical framework to examine educational success that includes all of the following except:

A) Student well-being
B) Participation and engagement in education
C) Participation and engagement educational achievement
D) Students' academic performance

Question 28

According to the 2017 OECD report performance indicators include which of the following?

A) Happiness and confidence
B) Transition and academic assessment
C) Positive self-concept
D) Strong cultural identity

Question 29

To support Indigenous student success and to foster holistic approaches to teaching and learning, participants on this research commonly agreed to which of the following?

A) It is essential to have a dedicated full-time person such as a priest to support students.
B) It is important to have a dedicated place at schools such as Indigenous programming or ceremony room or gathering space.
C) It is essential to have extracurricular activates that are culturally relevant for each student.
D) It is important to include Indigenous diets during school lunches.

Question 30

Important assumptions that determine how we interpret educational processes are hidden under dominant ideas of educational success.

Question 31

Despite official promises to justice and equity, dominant conceptions that govern how we interpret educational processes are likely to sustain or exacerbate inequities.

Question 32

Governments, school systems, and Indigenous organizations across Canada are not prioritizing the establishment of measures to help Indigenous children succeed in school.

Question 33

Residential schooling, according to the Truth and Reconciliation Commission of Canada (TRC) has positioned subsequent educational methods and interactions as hostile and unwelcoming for Indigenous children and families.

Question 34

Indigenous peoples have considerably increased their rates of educational involvement and attainment compared to the rest of the Canadian population.

Question 35

Indigenous Elders, Knowledge Keepers, educators, parents, and community members all agree that if schools truly want to learn from Indigenous viewpoints, they must reconsider what it means to be successful in school.

Question 36

In Canada, when comparing education between countries or population groupings, metrics such as levels of secondary school enrolment and completion are given more weight.

Question 37

Detailed data has been requested by commercial interest organizations and public advocacy groups, to examine education systems more closely.

Question 38

Educational scholars, educators, and community groups are looking for data to help them make better decisions based on a deeper understanding of gender, ethnicity, and other socioeconomic aspects.

Question 39

The Organisation for Economic Cooperation and Development (OECD) started overseeing the administration of standardized exams in 2018 to compare samples of fifteen-year-old students in participating countries based on reading, maths, and science skills.

Question 40

The Programme for International Student Assessment (PISA) has continuously decreased in popularity, with approximately 80 countries dropping out in 2018.

Question 41

When analyzing educational results, it's critical to have a clear grasp of what's being measured, as well as student and community socioeconomic characteristics and other relevant contextual elements.

Question 42

Many of the fundamental components of more intricate learning processes, as well as student growth and development, may not be reflected in test scores.

Question 43

It has been determined that educational success is weakly related to social, cultural, and economic resources

Question 44

It is critical to consider elements other than student and family characteristics when making decisions on curriculum, tests, and other educational practices, such as cultural assumptions and other factors.

Question 45

Many educators and school administrators recognize that test scores provide the best information about student capabilities yet standardized test results and other quantifiable indicators are used to influence crucial decisions related to school finance, teaching methods, parents' decisions, and other educational practices.

Question 46

Standardized testing instruments, as well as other common definitions and measurements of educational accomplishment, can both reinforce and obscure key cultural biases.

Question 47

First Nations, Inuit, and Métis peoples share the same understanding and value for educational success as well as family and social responsibility.

Question 48

The TRC's work has attracted public attention to the negative and positive impact that government policies and practices have had on Indigenous children and family members over numerous generations.

Question 49

The Truth and Reconciliation Commission (TRC) has called for action to "improve education attainment levels and success rates" for Indigenous children and youth, as well as to close the educational "gap" between Indigenous and non-Indigenous Canadians.

Question 50

Alberta Education has identified the elimination of the achievement gap between Indigenous students and all other students as a minor necessity.

Question 51

One of the additional performance measures associated with student success in Alberta includes percentages of students: entering post-secondary programs within six years of entering grade 10.

Question 52

Individual school authorities and divisions across Alberta measure success through the Alberta Accountability Pillars, which have associated measures that are reported annually.

Question 53

Alberta's education system officially defines student success as the "students' ability to display their talents at all stages of life."

Question 54

For Indigenous students' success is directly connected to their values and goals, the standardized path set by educators is secondary.

Question 55

Positive self-concept, strong cultural identification, happiness, and confidence are among the distinct and larger criteria of educational and learning success highlighted in literature and discussion, particularly by Indigenous scholars and representative organizations.

Question 56

The Successful Practices in First Nations, Métis, and Inuit Education report, published by the Government of Alberta in 2012, recognizes that education has intellectual, emotional, and physical components but not spiritual ones and that educational success goals are unique to each person and community.

Question 57

Indigenous liaison workers, or personnel in comparable roles, can provide students with personal and emotional support, as well as assist cultural learning and the authentic inclusion of content concerning Indigenous peoples' perspectives, histories, cultures, and experiences in the classroom.

Question 58

What are assessment tests? How have they been used in measuring educational success?

Question 59

What are some social determinants that affect educational success? Why is it important to recognize these factors?

Question 60

What initiatives and approaches to education are being taken by racialized communities? How are they beneficial to the students and their communities?

Question 61

What does the process of reconciliation seek to achieve? What does this mean for students?

Question 62

According to Indigenous parents and students, what would be the difference between balance (or fulfilment) and success?

Question 63

According to the 2017 OECD report, how is "success" conceptualized? How do these differ from the criteria considered by Indigenous scholars and representative organizations?

Question 64

How is Educational Success conventionally described? What are the challenges with some of the methods that have been used to measure it (e.g. standardized tests)?

Question 65

What are residential schools, what was their purpose? What impact did they have on Indigenous populations? What is the aim of the impetus created by the TRC concerning the education of Indigenous populations?

Question 66

How does the 2017-18 Alberta Education Annual Report (Alberta Education 2017) employ the word "success"? What are the specific outcomes and performance measures identified by the Government of Alberta and how do they promote closing the gap between Indigenous and non-indigenous students?

Question 67

What does success look like through the eyes of Indigenous Students and Parents? How is this different from the standard definition? What is meant by a "holistic vision?"

Question 68

What is the significance of cultural knowledge and its relevance to Canadian Educational systems? What aspects of your own culture would you think important to include in the education system? How can schools better foster the students' identity, language, and culture?

Question 69

How are the believes surrounding the standardized educational system different from the ones considered by Indigenous scholars, families, and representative organizations? What do you think about the holistic approach to education? What would be the benefits of using that approach?

Question 70

Describe the Canadian and Indigenous epistemologies, how could they be blended? What would it look like to create this union of approaches?