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The latest curriculum development effort of the Math in a Cultural Context, a long-term Alaskan project, includes Indigenous knowledge (IK). Collaborating with Yup’ik elders, MCC has identified a powerful set of mathematical processes used in constructing everyday artefacts. The knowledge of elders provides a unique way to teach Rational Number Reasoning. Measuring the efficacy of curriculum developed from IK requires a reliable and valid assessment instrument, which captures the mathematical content and learning trajectory established by Indigenous knowledge. An appropriate assessment instrument was unavailable; hence adapting questions from other instruments was undertaken. This paper describes the process of adapting an Australian fraction assessment for use in this Alaskan context.

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