Abstract
ABSTRACT This Point of Departure ponders the question of decolonizing assessment of learning in higher education. In addressing this question, we, as scholars of color who work in the academy in the US and the UK, have leaned on the work of Shahjahan, Estera, Surla, and Edwards’ (2022) ‘“Decolonizing” Curriculum and Pedagogy: A comparative review across disciplines and global higher education contexts’ in Review of Educational Research (92[1]: 73–113). Their literature review not only uncovered various meanings and methods of actualizing decolonial work, it also foregrounded challenges to decolonize curriculum and pedagogy. This framed our reflections as university teachers, querying what we do with a heart-desire to humanize our practice. We also take up the call to be critical about how we engage in assessment of learning with our students. We hope the readers of this piece will join us on this journey.
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