E ALA: Awakening the Moʻolelo (Story) of Culturally Relevant Assessment

Abstract

Traditional higher education assessment often relies on extractive, Western-centric paradigms that marginalize Indigenous epistemologies. This article explores the decolonization of graduate program assessment by centering moʻolelo (story) and the Kūlana Noiʻi framework of Pono research principles. We examine the Engaging Advanced Learner Outcomes (E ALA) workshop series at the University of Hawaiʻi at Mānoa, where faculty across 38 disciplines engaged in an in-person culturally responsive assessment workshop series. Utilizing moʻolelo (story), loina (values), and lawena (behaviors), the intervention transformed assessment from a rigid compliance mandate into reciprocal, community-collaborative work sessions. Results demonstrate significant increases in faculty knowledge and a paradigm shift toward equitable evaluation and knowledge reciprocity (aʻo aku, aʻo mai). Ultimately, integrating these Indigenous frameworks offers a transformative model for institutions to foster culturally valid, ethically grounded, and holistic student assessment.