Beyond the Test: Centering Heart, Mind, and Identity in Assessment

Introduction 
As educators, our identities and teaching practices are shaped by many factors. Teaching is a deeply personal journey that evolves over time, reflecting the “innate urge to learn and achieve” (Newman & Purnell, 2022, p. 2). However, this drive to learn can be stifled for both educators and students. Our experiences as teachers, researchers, and scholars are influenced by forces that may have been oppressive or transformative. As an educator in higher education shaped by anti-racist principles, I view rethinking assessment as both a reinvention of knowledge and an opportunity for ongoing professional growth.

This article explores my experiences teaching in the college of education and shows my commitment to reconciliation, as demonstrated by my efforts to decolonize assessment. As Schissel (2025) observes, “colonial legacies continue to shape ongoing systems of oppression and testing has served as one often effective tool within these systems of oppression” (p. 131). Assessment not only frames student learning, but often exerts a greater influence on the learning process than teaching itself (Gibbs, 2019). By shifting away from traditional assessment methods—such as multiple-choice tests or essays—I demonstrate how decolonized assessment practices can engage the whole student, integrating mind, heart, and lived experience into the learning process. I aim to highlight the importance of holistic thinking and to build upon the values of Respect, Relevance, Reciprocity, and Responsibility that are integral to Indigenous pedagogies. 

Positionality 
Positionality is the concept that our place in society shapes what we see and understand. Educational scholars such as Kovach (2009) and Ladson-Billings (2021) emphasize the importance of situating ourselves within our social and cultural contexts when we are researching and teaching. 

My name is Jordan Raymond and I am a scholar who is a cisgender male identifying as queer, neurodivergent, and has Métis ancestry in their family tree. My unique perspective enriches my work as an anti-racist and anti-oppressive educator. I have worked in public education, higher education, government, and not-for-profit educational agencies, advocating for marginalized students. These experiences have shaped my commitment to reconciliation and decolonizing my teaching practices. 

Decolonization 
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 my teaching and inform the adoption of a decolonizing theoretical framework through which to examine assessment at the post-secondary level.

Working within a decolonized framework requires a conscious effort to disrupt these hierarchies of knowledge. It is a process of “peeling away layers of oppressive ideologies… [and]… comprehending how everyone is a product of colonialism” (Anuik & Gillies, 2012, p. 72). It also encourages students to critically examine their own positionalities and personal experiences, creating an awareness that others may have very different perspectives and backgrounds. Battiste (2013) asserts that we “all must become critical learners and healers in a wounded space” (p.10), acknowledging the harm that colonialism has caused and the responsibility to engage in collective healing. By embracing decolonization, we are not only healing the institution but also stimulating both the heart and mind to work together as one, creating a more inclusive and transformative educational experience for everyone (Anuik & Gillies, 2012). As Leddy and Miller (2024) stated “to do this work, we need to be humble and allow ourselves to be disempowered as we unlearn old ways of being. This is the work of decolonization” (p. 12). 

Decolonizing Assessment 
For the most part, assessment can be seen as a practice that reinforces hegemony and has been widely challenged for its merit and its socio-political and racial implications (Brooks, 2022; Flores, 2020). It often privileges Eurocentric worldviews and notions around measurement and specific outcomes, as opposed to wholistic growth (Preston & Claypool, 2021). The adoption of a quantitative approach to assessment (benchmarking, tests, surveys, and so forth), facilitates a Eurocentric preference for number grades (Te Wake, 2020) over other assessments that may yield more quality information around student learning. 

When considering decolonizing assessment, it is important to design assessments that engage both the heart and mind. Within Indigenous culture and in particular in Sm’algyax, the language of the Ts’msyen they say, “the word for heart is goot, and the word for mind (which refers to our thinking as action and our thoughts) is t’ilgoolsk, which contains within the root word of goot” (Chrona, 2022, p. 11). This linguistic connection shows that the mind and heart are inseparable. When educators intentionally design decolonized assessments that nurture both cognitive and emotional dimensions, they foster learning environments where critical thinking and passion are equally valued and cultivated (Anuik & Gillies, 2012). As Weibe and Guiney Yallop (2010) stated “in schools, hearts need caring, hearts need our attention, our investment and time” (p.179). When we engage the mind and the heart together the learning within our classrooms flourishes however when there is a “disturbance between the two, learning cannot happen” (Anuik & Battiste, 2008, p. 14). In the current post-secondary context, assessment practices often privilege intellect alone, overlooking the importance of acknowledging the whole self. By honoring both heart and mind in assessment, educators create spaces where students can share their full selves—intellectually, emotionally, and culturally—and are better prepared for meaningful, authentic engagement in the wider world.

There are several intentional strategies I use to engage both the heart and mind of my students through assessment. My approach is fundamentally relational; I prioritize building meaningful and trusting connections among my students and myself. For example, I use claiming and connecting assessments where I incorporate activities that encourage students to share their backgrounds, values, and lived experiences, helping to create a sense of belonging and community in the classroom.

My assessments are designed with social location and positionality in mind. I assign a critical autobiography in which I invite students to reflect on their identities and personal contexts by describing where they come from, what their lives are like outside of academia, and the factors that influence their learning journeys and teaching practices. This approach humanizes the assessment process and recognizes the diverse realities shaping each student’s educational experience. Storytelling becomes a powerful tool, offering space for counter-narratives and personal expression.

I further support student agency by offering multiple assessment options in each assignment. Learners can choose between a traditional research paper, a narrated presentation, or a creative project—such as composing a poem, producing visual art, or recording a podcast—accompanied by an artist statement. This flexibility enables students to demonstrate their understanding in ways that align with their strengths and interests.

I incorporate Socratic seminars and talking circles during class. These approaches encourage students to articulate their perspectives on the day's learning or the week’s readings, while also promoting active listening and collective meaning-making. Additionally, I use visual journaling as a reflective tool. With ten minutes remaining in class, students create a page capturing what they have learned, questions they still have, and topics they wish to explore further. This creative process not only provides insight into their comprehension and curiosity, but also allows me to gauge the effectiveness of my teaching and adapt future lessons to better meet their needs. 
 
Conclusion 
As Leddy & Miller (2024) observe, “education, as we increasingly understand, is not about the transmission of factoids and data. Instead, it is about preparing our students for the world they will inherit, not for the world as it once was” (p. 132). Embracing decolonizing assessments enables us to grow as educators, engage in meaningful dialogue, and center the relationship between assessment, curriculum, and our students’ lives. When assessments resonate with the heart, they are more likely to leave an indelible imprint on the mind. Ultimately, by reimagining assessment practices, we empower students to bring their whole selves into the learning journey.

About the USask Assessment Champions

This article is part of a series featuring USask Assessment Champions, educators recognized for assessment practices that help students learn deeply, demonstrate their abilities, and thrive academically. Discover more about the Champions and their work on the Assessment Champions webpage.

Dr. Jordan Raymond is a USask Assessment Champion and a Lecturer in Educational Foundations within the College of Education.

This article was edited with the assistance of AI tools, as described in the GMCTL AI Disclosure Statement.

This resource is shared by the Gwenna Moss Centre for Teaching and Learning (GMCTL), University of Saskatchewan, under a CC BY-NC-SA license.