The purpose of this article is to review common assessment practices for Indigenous students. We start by presenting positionalities—our personal and professional background identities. Then we explain common terms associated with Indigeneity and Indigenous and Western worldviews. We describe the meaning of document analysis, the chosen qualitative research design, and we explicate the delimitations and limitations of the paper. The review of the literature revealed four main themes. First, assessment is subjugated by a Western worldview. Next, many linguistic assessment practices disadvantage Indigenous students, and language-specific and culture-laden standardized tests are often discriminatory. Last, there is a pervasive focus on cognitive assessment. We discuss how to improve assessment for Indigenous students. For example, school divisions and educators need quality professional development and knowledge about hands-on assessment, multiple intelligences, and Western versus Indigenous assessment inconsistencies. Within the past 20 years, assessment tactics for Indigenous students has remained, more or less, the same. We end with a short discussion addressing this point.

Although there is momentum among Canadian educators to incorporate Aboriginal content and epistemology into pre-kindergarten to postsecondary education, the learning and assessment of Aboriginal students remains subjugated by a Western perspective.  The purpose of this article is to explore ideal learning contexts for Aboriginal students and juxtapose these ideas with the predominant learning and assessment tactics used in a school.  Data for this qualitative study were collected via five focus groups involving grandparents/caregivers, representatives from Aboriginal organizations, and educators of one Saskatchewan school.  Analyzed through Aboriginal and Western epistemologies, results indicated that, for Aboriginal students, learning and assessment are holistic experiences, and educators need to balance students’ academic assessment with other physical, emotional, and spiritual forms of assessment.  These findings suggest that educators need to depart from the zone of cognitive competence and move toward promoting an educational zone of trustful intuition.Keywords: Aboriginal content and epistemology; holistic; learning and assessment

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The purpose of this paper is to document how educators living in Nunavut communities describe traditional Inuit leadership and effective school leadership. The data for this qualitative study were 24 semi-structured interviews, involving 14 teachers, vice-principals, and principals from Nunavut. Findings revealed that traditional Inuit leadership was about promoting the personal leadership skills, interests, and/or abilities of each community member, and it often involved Elders who fostered the linguistic, social, cultural, and spiritual wellness of students and school staff. Participants depicted an effective school leader to be someone who promoted teamwork. Also, participants indicated that effective school leaders were community and people-focused. The findings of this study align the Inuit Qaujimajatuqangit (IQ) principles, which incorporate important features of the Inuit worldview.

This book is much more than a sequel to an earlier edition, WISC-IV Clinical Use and Interpretation: Scientist-Practitioner Perspectives (Prifitera, Saklofske, & Weiss, 2005). Put simply, WISC-IV Advanced Clinical Interpretation has the potential to be an invaluable resource for experienced psychologists and graduate students alike. It delivers on its promise to provide the reader with an in-depth means of interpreting and reporting test scores. In addition, it opens the doors to incorporating data gained from the WISC-IV Integrated using an "assessing to understand and intervene" perspective.Simply focusing on a few chapters will hardly do this comprehensive compilation justice, as the inherent restrictions imposed by the review process are in no way reflective of the book's scope and depth of content. Instead, zeroing in on a few key chapters is reflective of the editorial desire to give the reader a taste of the content rather than a full-course meal.Initially, you might question the need for another resource devoted to WISC-IV interpretation, because this specialized market has a few volumes to choose from. However, this book does indeed offer the reader an advanced form of interpretation, with chapters delving into such topics as "Advanced Interpretative Issues With the WISC-IV Full-Scale IQ and General Ability Index," three chapters dedicated to the interpretation of the "WISC-IV Integrated," and other chapters promising to review "The Essentials and Beyond" as well as contextualizing "WISC-IV Interpretation in Societal Context."Tests of intelligence have been under both public and academic scrutiny for some time. Claims of cultural and racial biases, combined with a growing discomfort with an overreliance on a psychometric view of an abstract construct, have made those that use them take a somewhat defensive posture. For these reasons, the first chapter is a "must read," owing to its contextualization of these concerns in a logical and reasonable manner. The onus is on the psychologist to account for the differential risk factors that may exist within certain demographic subpopulations; indeed, "Demographics are not destiny," as the authors remind us. To accomplish this goal, the authors recommend accounting for contextual variables at the individual as opposed to group level when interpreting psychological test scores. Quite simply, even the most reliable and psychometrically valid test scores must be contextualized with "a careful clinical interview and multiple sources of observation over time" (p. 50). What are the similarities and differences between the child's culture and the testing culture? The call for a dynamic approach to assessment is not a new one, but providing an ethical Book Reviews