Nancy-Ellen McLennan, Linda Koesveld, Susanne, and Danny Hooper were participants. In blogs, facebook posts, and a newspaper article, they describe the show as an auction for prizes, where bids were made by children using empty Old Dutch packaging as “Old Dutch points” instead of money.
While a photo collection has been archived, there are no archived interviews of these children’s experiences.
If you (or anyone you know) were a contestant on “Kids’ Bids” and are willing to be interviewed, please email me: firstname.lastname@example.org
A nurse takes a blood sample from a boy at the Indian School, Port Alberni BC, in 1948, during the time when nutritional experiments were being conducted on students there and five other residential schools. (SOURCE: The Canadian Press; Library and Archives Canada)
I taught high school students for a decade and a half before my current university career. I obtained my education degree in the early 1990s, at the height of the interest in “alternative assessment.” The phrase “alternative assessment” was replaced eventually by “authentic assessment” and finally the term became simply “assessment.” The change in terminology reflected a change in understanding: alternatives to traditional paper-and-pencil testing should not be considered “alternatives” but as central methods of assessing students. Those methods should be “authentic” in that they reflect actual real-world (meaning, outside of school) tasks, and should require demonstration or performance of student skills. As these ideas became the norm among secondary school teachers, the adjectives “alternative” and “authentic” fell away.