Transcript Document

“EQAO has an accountability mandate
to provide data that inform classroom
teaching practices and contributes to
improved student achievement in
Ontario’s schools.”
Marguerite Jackson
EQAO CEO
June 24, 2004
The Ontario Context
for
Assessment and Evaluation
Session #8
World-Class Standards: The Programme for
International Student Assessment (PISA)
-Goal: provide countries with benchmarks for their
students’ performance
-15-year old students in 32 countries are tested in
reading, mathematics and science literacy
-two-hour written test and a 30-minute background
questionnaire (attitudes and approaches to learning)
In 2003, schools across Canada were randomly
selected to participate.
Canadian students placed second in reading, third in
mathematics and fifth in science.
National Assessment: School Achievement
Indicators Program (SAIP)
-Goal: Council of Ministers of Education assesses
achievement for 13 and 16 year olds to determine
whether students reach similar levels of
performance at about the same age.
-The content of the test changes focus annually.
For example, in 1993 mathematics was assessed,
then reading/writing in 1994 and science in 1996.
Students are chosen randomly to participate.
-There have been two cycles of testing and for both
groups, scores have improved over initial measures.
Provincial testing has taken on a
prominent role as schools are increasingly
held accountable.
The results of these evaluations are being
used as a form of public accountability to
identify whether learning objectives have
been met and to make decisions about
educational practices.
In some provinces these tests are used as
a graduation requirement.
Provincial Assessment: Ontario’s EQAO
-Ontario’s standardized testing program was
introduced in 1999.
-Education Quality and Accountability Office
(EQAO) is an independent arm’s-length
government body that was created to design
and evaluate annual provincial tests.
-Goal: EQAO seeks to provide the public,
parents and schools with information about
student achievement in relation to the
standards defined in the curriculum.
Currently, there are EQAO assessment
programs in Grades 3, 6, 9 and 10…
Grade 9 Assessment of Mathematics
-versions for Applied and Academic
Mathematics students
-administered twice annually
-items require written responses and
multiple-choice format
-assesses knowledge and skills of: number
sense and algebra, relationships, analytic
geometry, measurement and geometry
Grade 10 Ontario Secondary School
Literacy Test (OSSLT)
-administered annually in the Fall
-two components: Reading & Writing
-Reading: 12 reading selections
(information, graphic, narrative) with
3 question formats (written short answer,
written evaluation,multiple-choice)
-Writing: 4 writing tasks (summary, opinion,
news report, information)
Grade 3 and 6 Assessments of
Reading, Writing and Mathematics
-The Grade 3 and 6 assessments measure
student achievement against The Ontario
Curriculum.
Reading: assesses use of a variety of
reading strategies and conventions,
understanding concepts, making
inferences and connecting ideas
Writing: assesses use of writing strategies
and language conventions, understanding
assigned tasks, organizing ideas and
communicating with the reader
Mathematics: assesses demonstration of
knowledge and skills across the five strands
of mathematics
-both multiple choice items and constructed
response
-constructed response portion is generated
from content and skill areas identified in the
curriculum
-procedures to ensure consistency and
validity, such as teachers are given a script
and receive detailed guidelines in the
Teacher’s Daily Plans
-administration time limits
-for the past 5 years, the tests have spanned
the course of 5 days and consume 12 hours
of time
-for 2005, the test versions will be shorter
(approximately 6 hours)
-EQAO works with educators from across
the province in all aspects of its testing
program and engages teachers to score the
assessments.
-“Using this tool to target areas and
monitor the effectiveness of
improvement strategies is a critical
component of teaching and learning,”
said Jackson.
Let’s look at some sample questions.
What are some considerations with
respect to the test items?
-reading ability
-different test item content
Some critics believe that the test items
present a contrived situation because
students are asked questions and to solve
problems that they will never see again.
There is no link to the real world.
In addition students must work alone,
without resources and under extreme time
limits.
What are some considerations
with respect to how the results are
qualified?
-broad achievement levels
-criterion referencing vs. norm referencing
% at
Provincial
Standard
Reading
Writing
Math
Grade 3
54%
58%
64%
58%
54%
57%
(May/04)
Grade 6
(May/04)
Grade 9
68%
26%
(Jan./04)
Grade 10
(Oct./03)
82%
85%
Academic
Applied
There is a gap between boys and girls
especially in reading and writing (Grades 3
& 6).
Parents receive an individual report showing
their students’ achievement in relation to
curriculum expectations and a summary of
school, board and provincial test results.
How should parents interpret these reports
or the results that they hear in the media?
School staff and parents need to take into
account the complexities of their school.
Examining EQAO results along with all of
the other information they have about
student achievement, such as report cards,
classroom assessments and board
assessments.
What are some considerations
with respect to how the results are
interpreted?
-base-lines
-cross-sectional design
-developmental patterns
The EQAO results provide a “snapshot” of
how students are achieving at one point in
time and do not fully represent the richness
and depth of multifaceted schools and their
students.
In addition, contextual factors, such as
attendance patterns, absentee rates,
mobility rates and special program needs,
can influence student achievement.
It is believed that this is an effective way
to hold schools accountable for students’
learning and gain feedback about which
areas of learning need greater attention.
The Canadian Psychological Association
notes that the media draws comparisons
between schools based on the outcomes
of mandated provincial tests. This places
pressure on teachers, administrators and
students.
What are some considerations with
respect to how the results are
presented to teachers?
-wide testing intervals
-support for students’ needs
-authentic performances
Pressure may led some educators to teach
to the test and spend time coaching their
students.
In this manner, teachers narrow their
instruction to match the content of the tests
and non-assessed areas of the curriculum
may be ignored.
Some teachers say that the provincial tests
infringe on their ability to teach what they
believe is best for their students.
Other teachers believe that it is beneficial to
prepare students for provincial assessments
with general test-taking protocols.
What are some of the strategies for
preparing students to take an EQAO
assessment?