Transcript The Grade 3 and 6 Assessments of Reading, Writing and

Introduction to the Education
Quality and Accountability Office
Limestone District School Board
Education Quality and Accountability Office
(EQAO)
“EQAO’s purpose is to ensure greater accountability
in the publicly funded education system and to
improve the quality of education in Ontario.”
The Grade 3 and Grade 6 Assessments of Reading, Writing, and Mathematics, 20022003: Report of Provincial Results, p.9
Large Scale Assessment: Serving Different Purposes
Large Scale Assessment
• Provides year-to-year data
• Informs improvement planning
and target setting
• Designed and scored “at a
distance”
• Provides a snapshot of student
achievement
• Administered, scored, and
reported in a consistent and
standard manner
• Provides the same comparable
items for all students
Classroom Assessment
• Reports regularly on student
achievement
• Provides for self-evaluation and
goal setting
• Created and marked by the
classroom teacher
• Administered at regularl intervals
over time
• Involves a variety of supports,
variation in administration
procedures and time allowed, and
teacher autonomy in marking
• Allows for modified items and
tasks tailored to needs of
individual or groups of students
“At its core, provincial testing is about feedback.
Feedback is the critical part of the learning
process. The goal of provincial testing is to
provide feedback on the level of learning that
students have achieved in core subjects. This
supplements the helpful feedback students
regularly receive from their teachers. The
results inspire many school boards, individual
schools and teachers to continue to find
innovative ways of supporting student success.”
EQAO Provincial Report, 2005
Provincial Assessment in Ontario
Administered by EQAO
▪ Grade 3 Assessment of Reading, Writing and Mathematics
- introduced in 1997
▪ Grade 6 Assessment of Reading, Writing and Mathematics
- introduced in 1999
▪ Ontario Secondary School Literacy Test
- introduced in 2000
▪ Grade 9 Assessment of Mathematics
- introduced in 2001
Grade 3 and 6 Assessments
Design and Development
▪Developed in keeping with Principles for Fair Student
Assessment Practices for Education in Canada (1993)
▪Measures how well students have met expectations outlined
in the Ontario Curriculum: Grades 1 to 8
▪Assessed in 3 key areas: Reading, Writing and Mathematics
▪Contain performance-based activities and multiple-choice
questions
▪The Grade 3, 6 and 9 Provincial Report, 2004-5: English-Language Schools p.32
Grade 9 Assessments of Mathematics
Design and Development
▪Developed in keeping with Principles for Fair Student
Assessment Practices for Education in Canada (1993)
▪Measures how well students have met expectations outlined
in the Ontario Curriculum Grades 9 and 10: Mathematics
▪Separate versions developed for Academic and Applied
courses
▪Contain performance-based activities and multiple-choice
questions
▪The Grade 3, 6 and 9 Provincial Report, 2004-5: English-Language Schools p.52
Ontario Secondary School Literacy Test (OSSLT)
▪ Assesses the reading and writing skills students are
expected to have acquired across all subjects by the
end of Grade 9
▪ Successful completion of the OSSLT or the Ontario
Secondary School Literacy Course (OSSLC)
required for graduation with an Ontario Secondary
School Diploma
EQAO Annual Report, 2003-4, p. 12
National/International Assessment
Coordinated by EQAO
▪ School Achievement Indicators Program (SAIP) Mathematics and Writing
▪ Trends in International Mathematics and Science Study
(TIMSS)
▪ Second Information Technology in Education Study (Sites)
▪ Programme for International Student Assessment (PISA)
-Reading, Mathematics and Science
▪ Progress in International Reading Literacy Study (PIRLS)
“If every year, every Grade 6 teacher in this
province helped only one more student move
from level 2 to level 3, 63% rather than the
current 58% of students would be leaving Grade
6 with solid reading skills – a 5% increase. And
by 2008, almost 30,000 more students would be
reaching the provincial standard.”
Using Data to Inform Professional Practice, EQAO, 2005
For further information on EQAO, see:
www.eqao.com