As educators, who we are, and what and how we teach, is shaped by many factors. Teaching is a personal process that shifts and evolves over time as “humans have an innate urge to learn and achieve” (Newman & Purnell, 2022, p. 2). Yet, this desire to learn can be stifled for both educators and students. Our experiences as teachers, researchers, and scholars are shaped by forces that may have been oppressive or may have inspired transformation. In recent years, the term reconciliation has been a topic that has seeped its way into the Canadian educational landscape, in the hopes of inspiring change. However, it also clearly shows the systemic barriers that continue to uphold inequities. These issues are not unique to the Canadian landscape and shape educational institutions in various countries around the world. In his work Freire (1993) stated that: “knowledge emerges only through invention and re-invention, through the restless impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other” (p. 72). As scholars who have been shaped by tenets of anti-racist education, we view a rethinking of our teaching practices, including how we assess learners as a re-invention of knowledge and opportunity for professional learning. Thus, our research question is focused on how action research and arts-based methods can be integrated to inform and enrich our understanding of decolonizing assessment in post-secondary classrooms.

The concept of decolonizing education has been shaped by the work of various scholars (Battiste, 2013; Smith, 2005; St. Denis, 2011; Tuck & Yang, 2012). Tuck and Yang (2012) clearly state that “decolonization is not a metaphor…. [and it] cannot easily be grafted onto pre-existing discourses/frameworks, even if they are critical, even if they are anti-racist, even if they are justice frameworks” (p. 3). Mackey (2016) asserts that decolonization involves the unknown for settlers, emphasizing the need to embrace the journey without knowing where to go. These ideas shape our research and inform the adoption of a decolonizing theoretical framework through which to examine assessment at the post-secondary level.

Kovach (2009) and Ladson-Billings (2021) both state the need to situate ourselves in our social and cultural positions when conducting research. As a person of colour and an immigrant to Canada, and as a scholar of Metis heritage, we are compelled to disrupt the dominant discourses that have shaped our educational experiences and continue to shape post-secondary institutions. Dei (2013) reminds us “it is important to recognize how power and relations of colonialism and re-colonial relations have and continue to script us differently” (pp. 12-13). Therefore, it is imperative that we critically examine and question established methods of traditional assessment.

Working with students in Bachelor and Master of Education programs, we recognize the need for our practices to model transformation and incite change. It is not sufficient to discuss systemic racism and the need for decolonization, without engaging in this work as well. We have to examine and interrogate our practices and engage in new discourse with all our students. In the age of rapidly changing digital technologies, such as artificial intelligence that significantly impact Western traditional ways of assessing students, our exploration reflects our experiences in adopting arts-based practices in course activities and assessment at the post-secondary level. We acknowledge that while our research is based in a Canadian post-secondary context, discourses around assessment impact educators worldwide.  

This paper explores how action research and arts-based methods can be integrated to deepen our understanding of decolonizing assessment in a post-secondary classroom. By weaving these two approaches together, the research embraces both systematic inquiry and creative exploration to foster meaningful change. Action research serves as a reflective, practitioner-driven process, empowering educators to examine their teaching environments, identify challenges, collect and analyze data, and implement evidence-based changes that ultimately enhance both teaching and learning (Mills, 2011). Distinct from research led by external observers, action research is an inherently personal process: educators become both researchers and participants, examining their own instructional methods, assessment strategies, and student engagement to drive continuous improvement and meaningful transformation. The choice to use action research is deeply connected to its ability to address the unique needs and contexts of a specific classroom community. This approach centers the lived experiences and perspectives of both educators and students, ensuring that any changes made are relevant and impactful for those directly involved. By focusing on the distinctive characteristics of the classroom population, action research increases the utility and effectiveness of educational interventions (Parsons & Brown, 2002). Arts-based methods further enrich this process by introducing creative modalities—such as visual arts, poetry, music, drama, and storytelling—into both assessment and inquiry (Leavy, 2009). These approaches offer students alternative ways to demonstrate understanding, communicate ideas, and reflect on their learning journeys. By integrating arts-based methods, educators can support decolonizing assessment: valuing diverse forms of expression and knowledge, challenging traditional academic norms, and cultivating a more inclusive, culturally responsive classroom. The integration of action research and arts-based methods ultimately provides educators with powerful, complementary tools to enhance both teaching practices and student learning experiences. This dual approach allows educators not only to systematically investigate and improve their own classrooms but also to engage students through creativity, critical thinking, and self-expression. Together, these methods foster a responsive and dynamic learning environment that addresses academic and social-emotional needs while generating valuable insights for ongoing professional growth. As such, blending action research with arts-based approaches creates a holistic and transformative pathway for decolonizing assessment in post-secondary education.

As part of the action research process, researchers engage in reflection of their own teaching practices and assessments. In weaving arts-based approaches into several of the courses that we have taught at the post-secondary level, we have found ourselves engaging in collaborative discussions around our approaches to teaching as we seek to adopt more authentic and decolonized approaches to assessment. The focus on self-reflection is key to creating action to improve the educational experiences of students and becoming more aware of their teaching practices (Dixson & Rousseau, 2005). It is important to note that we bring diverse views to using arts-based methods, as one of the researchers brings strengths in visual arts while the other is beginning to dabble in this area. In adopting assessments that follow non-traditional approaches, such as poetry, visual art, podcasts, conversations, and other artistic representations, we are growing as practitioners and finding ourselves engaging in more meaningful discussions around how and what we assess. Most importantly, we are surprised with how most students are able to creatively and innovatively capture their learning. This has been a powerful and transformational process for all learners- students and teachers. Adopting diverse methods of assessment creates an experience for Bachelor and Master of Education students to explore their own positionality in a curiosity-driven and creative way that in turn offers them an opportunity to learn how to implement culturally responsive assessments into their practice.

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