Epistemic justice in educational assessment: decolonizing measurement through indigenous knowledge systems and...

Educational assessment in many African contexts continues to be shaped largely by Eurocentric traditions of measurement that emphasize standardization, objectivity, and uniformity. While these approaches have contributed to the development of formal education systems, they have also tended to overlook or marginalize Indigenous Knowledge Systems (IKS), Afrocentric perspectives, and community-based ways of knowing. This raises important questions about whose knowledge is recognized and valued within existing assessment practices. This paper examines the issue of epistemic justice in educational assessment, with particular attention to how dominant assessment models may exclude culturally grounded forms of knowledge. Drawing on decolonial perspectives and Afrocentric scholarship, the study adopts a qualitative, conceptual approach to critically reflect on the assumptions underpinning current assessment frameworks in Anglophone, and predominantly Southern African, higher education systems. It argues that assessment is not merely a technical process but is shaped by broader historical, cultural, and political influences. The paper explores how indigenous ways of knowing, oral traditions, experiential learning, and communal validation are often insufficiently captured within conventional assessment formats. In response, it proposes more inclusive approaches that recognize multiple forms of knowledge and ways of demonstrating competence, including culturally responsive assessment practices and participatory, community-informed methods of evaluation, illustrated with documented institutional cases, and considers the implications of emerging digital and AI-based assessment tools, noting the risk that existing biases may be reproduced and amplified if such technologies are not carefully adapted to local contexts. The study contributes to ongoing discussions on decolonization and knowledge justice by highlighting the need to rethink assessment in ways that are more responsive to African realities and epistemologies, while remaining explicit about the geographic and linguistic boundaries of its own evidence base.