Feeds:
Posts
Comments

Posts Tagged ‘SEL Assessment’

The latest student achievement results, featured in the April 30, 2018 Pan-Canadian Assessment Program (PCAP) 2016 report, prove, once again, how system-critical testing is for K-12 education. Students in every Canadian province except Ontario saw gains in Grade 8 student scores from 2010 to 2016 and we are now much the wiser. That educational reality check simply confirms that it’s no time to be jettisoning Ontario’s Grade 3 provincial tests and chipping away at the reputation of the province’s independent testing agency, the Education Quality and Accountability Office (EQAO).

The plan to end Grade 3 provincial testing arrived with the final report of Ontario: A Learning Province, produced by OISE professor Carol Campbell and her team of six supposedly independent advisors, including well-known change theorists Michael Fullan, Andy Hargreaves and Jean Clinton. Targeting of the EQAO was telegraphed in an earlier discussion paper, but the consultation phase focused ostensibly more on “broadening measures of student success” beyond achievement and into the largely uncharted realm of “social and emotional learning” (SEL).

The final report stunned many close observers in Ontario who expected much more from the review, and, in particular, an SEL framework for assessment and a new set of “student well- being” reports for the 2018-19 school year.  Tampering with Grade 3 testing made former Ontario Deputy Minister Charles Pascal uncomfortable because it interfered with diagnosis for early interventions.

It also attracted a stiff rebuke from the world’s leading authority on formative assessment, British assessment specialist Dylan Wiliam. He was not impressed at all with the Campbell review committee report. While it was billed as a student assessment review, Wiliam noted that none of the committee members is known for expertise in assessment, testing or evaluation.

Education insiders were betting that the Kathleen Wynne Liberal-friendly review team would simply unveil the plan for “broader student success” developed by Annie Kidder and her People for Education lobby group since 2012 and known as the “Measuring What Matters” project. It is now clear that something happened to disrupt the delivery of that carefully nurtured policy baby. Perhaps the impending Ontario provincial election was a factor.

Social and emotional learning is now at the very core of Ontario’s Achieving Excellence and Equity agenda and it fully embraces “supporting all students” and enabling them to achieve “a positive sense of well-being – the sense of self, identity, and belonging in the world that will help them to learn, grow and thrive.”

The Ontario model, hatched by the Education Ministry in collaboration with People for Education, is based upon a psycho-social theory that “well-being” has “four interconnected elements” critical to student development, with self/spirit at the centre. The whole formulation reflects the biases of the architects, since grit, growth mindset, respect and responsibility are nowhere to be found in the preferred set of social values inculcated in the system. Whatever the rationale, proceeding to integrate SEL into student reports and province-wide assessments is premature when recognized American experts Angela Duckworth and David Scott Yeager warn that the ‘generic skills’ are ill- defined and possibly unmeasureable.

Evidence-informed researchers such as Daisy Christodoulou, author of Making Good Progress (2017), do not support the proposed change in Ontario student assessment focus. Generic or transferable skills approaches such as Ontario is considering generate generic feedback of limited value to students in the classroom. Relying too heavily on teacher assessments is unwise because, as Christodoulou reminds us, disadvantaged students tend to fare better on larger-scale, objective tests. The proposed prose descriptors will, in all likelihood, be jargon-ridden, unintelligible to students and parents, and prove particularly inaccessible to students struggling in school.

One of the reasons Ontario has been recognized as a leading education system is because of its success over the past 20 years in establishing an independent EQAO with an established and professionally-sound provincial testing program in Grades 3, 6, and 9 and a Grade 10 literacy test that needs improvement. Legitimate teacher concerns about changes that increase marking loads do need to be addressed in any new student assessment plan and so do objections over the fuzzy, labour-intensive SEL student reports.

The proposal to phase out Ontario provincial testing may already be dead in the water.  If it is, you can guess that the April 30, 2018 editorial in The Toronto Star was definitely a contributing factor.  If the Wynne Liberals go down to defeat in the June 2018 election, the whole plan will likely be shelved or completely revamped by a new government.

Whether you support the EQAO or not, the agency has succeeded in establishing reliable quality standards for student performance in literacy and mathematics. Abandoning Grade 3 testing and gutting the EQAO is not only ill-conceived, but ill advised. Without the PCAP and provincial achievement benchmarks we would be flying blind into the future.

What can possibly be gained from eliminating system-wide Grade 3 provincial assessments?  How does that square with research suggesting early assessments are critical in addressing reading and numeracy difficulties?  Without Ontario, would it be possible to conduct comprehensive Grade 3 bench-marking across Canada?  If staff workload is the problem, then aren’t there other ways to address that matter?  And whatever happened to the proposed Social and Emotional Learning (SEL) assessments and reports? 

Advertisements

Read Full Post »

Canada’s most populous province aspires to education leadership and tends to exert influence far beyond our coast-to-coast provincial school systems. That is why the latest Ontario student assessment initiative, A Learning Province, is worth tracking and deserves much closer scrutiny. It was officially launched in September of 2017, in the wake of a well-publicized decline in provincial Math test scores and cleverly packaged as a plan to address wider professional concerns about testing and accountability.

Declining Math test scores among public elementary school students in Ontario were big news in late August 2017 for one one good reason- the Ontario Ministry’s much-touted $60-million “renewed math strategy” completely bombed when it came to alieviating the problem. On the latest round of  provincial standardized tests — conducted by the Education Quality and Accountability Office (EQAO)only half of Grade 6 students met the provincial standard in math, unchanged from the previous year. In 2013, about 57 per cent of Grade 6 students met the standard  Among Grade 3 students, 62 per cent met the provincial standard in math, a decrease of one percentage point since last year.

The Ontario government’s response, championed by Premier Kathleen Wynne and Education Minister Mitzie Hunter, was not only designed to change the channel, but to initiate a “student assessment review” targeting the messenger, the EQAO, and attempting to chip away at its hard-won credibility, built up over the past twenty years. While the announcement conveyed the impression of “open and authentic” consultation, the Discussion Paper made it crystal clear that the provincial agency charged with ensuring educational accountability was now under the microscope.  Reading the paper and digesting the EQAO survey questions, it becomes obvious that the provincial tests are now on trial themselves, and being assessed on criteria well outside their current mandate.

Ontario’s provincial testing regime should be fair game when it comes to public scrutiny. When spending ballooned to $50 million a year in the late 1990s, taxpayers had a right to be concerned. Since 2010, EQAO costs have hovered around $34 million or $17 per student, the credibility of the test results remain widely accepted, and the testing model continues to be free of interference or manipulation.  It’s working the way it was intended — to provide a regular, reasonably reliable measure of student competencies in literacy and numeracy.

The EQAO is far from perfect, but is still considered the ‘gold standard’ right across Canada.  It has succeeded in providing much greater transparency, but — like other such testing regimes – has not nudged education departments far enough in the direction of improving teacher specialist qualifications or changing the curriculum to secure better student results.  The Grade 10 Literacy Test remains an embarrassment. In May 2010, the EQAO report, for example, revealed that hundreds of students who failed the 2006 test were simply moved along trough the system without passing that graduation standard. Consistently, about 19 to 24 per cent of all students fall short of acceptable literacy, and 56 per cent of all Applied students, yet graduation rates have risen from 68% to 86% province-wide.

The Ontario Ministry is now ‘monkeying around’ with the EQAO and seems inclined toward either neutering the agency to weaken student performance transparency or broadening its mandate to include assessing students for “social and emotional learning’ (SEL), formerly termed “non-cognitive learning.”  The “Independent Review of Assessment and Reporting” is being supervised by some familiar Ontario education names, including the usual past and present OISE insiders, Michael Fullan, Andy Hargreaves, and Carol Campbell.  It’s essentially the same Ontario-focused group, minus Dr. Avis Glaze, that populates the International Education Panel of Advisors in Scotland attempting to rescue the Scottish National Party’s faltering “Excellence for All” education reforms.

The published mandate of the Student Assessment Review gives it all away in a few critical passages.  Most of the questions focus on EQAO testing and accountability and approach the tests through a “student well-being” and “diversity” lens.  An “evidence-informed” review of the current model of assessment and reporting is promised, but it’s nowhere to be found in the discussion paper. Instead, we are treated to selected excerpts from official Ontario policy documents, all supporting the current political agenda, espoused in the 2014 document, Achieving Excellence: A Renewed Vision for Education in Ontario. The familiar four pillars, achieving excellence, ensuing equity, promoting well-being, and enhancing public confidence are repeated as secular articles of faith.

Where’s the research to support the proposed direction?  The Discussion Paper does provide capsule summaries of two assessment approaches, termed “large-scale assessments” and “classroom assessments, ” but critical analysis of only the first of the two approaches.  There’s no indication in A Learning Province that the reputedly independent experts recognize let alone heed the latest research pointing out the pitfalls and problems associated with Teacher Assessments (TA) or the acknowledged “failure” of Assessment for Learning (AfL).  Instead, we are advised, in passing, that the Ontario Ministry has a research report, produced in August 2017, by the University of Ottawa, examining how to integrate “student well-being” into provincial K-12 assessments.

The Ontario Discussion Paper is not really about best practice in student assessment.  It’s essentially based upon rather skewed research conducted in support of “broadening student assessments” rather that the latest research on what works in carrying out student assessments in the schools.  Critical issues such as the “numeracy gap” now being seriously debated by leading education researchers and student assessment experts are not even addressed in the Ontario policy paper.

Educators and parents reading A Learning Province would have benefited from a full airing of the latest research on what actually works in student assessment, whether or not it conforms with provincial education dogma.  Nowhere does the Ontario document recognize Dylan Wiliam’s recent pronouncement that his own creation, Assessment for Learning, has floundered because of “flawed implementation” and unwise attempts to incorporate AfL into summative assessments.  Nor does the Ontario student assessment review team heed the recent findings of British assessment expert, Daisy Christodoulou.  In her 2017 book, Making Good Progress, Christodoulou provides compelling research evidence to demonstrate why and how standardized assessments are not only more reliable measures, but fairer for students form unprivileged families.  She also challenges nearly every assumption built into the Ontario student assessment initiative.

The latest research and best practice in student assessment cut in a direction that’s different from where the Ontario Ministry of Education appears to be heading. Christodoulou’s Making Good Progress cannot be ignored, particularly because it comes with a ringing endorsement from the architect of Assessment for Learning, Dylan Wiliam.  Classroom teachers everywhere are celebrating Christodoulou for blowing the whistle on “generic skills” assessment, ‘rubric-mania,’ impenetrable verbal descriptors, and the mountains of assessment paperwork. Bad student assessment practices, she shows, lead to serious workload problems for classroom teachers.  Proceeding to integrate SEL into province-wide assessments when American experts Angela Duckworth and David Scott Yeager warn that it’s premature and likely to fail is simply foolhardy.  No education jurisdiction priding itself on being “A Learning Province” would plow ahead when the lights turn to amber.

The Ontario Student Assessment document, A Learning Province, may well be running high risks with public accountability for student performance.  It does not really pass the sound research ‘sniff test.’  It looks very much like another Ontario provincial initiative offering a polished, but rather thinly veiled, rationale for supporting the transition away from “large-scale assessment” to “classroom assessment” and grafting unproven SEL competencies onto EQAO, running the risk of distorting its core mandate.

Where is Ontario really heading with its current Student Assessment policy initiative?  Where’s the sound research to support a transition from sound, large-scale testing to broader measures that can match its reliability and provide a level playing field for all?  Should Ontario be heeding leading assessment experts like Dylan Wiliam, Daisy Christodoulou, and Angela Duckworth? Is it reasonable to ask whether a Ministry of Education would benefit from removing a nagging burr in its saddle? 

 

Read Full Post »