Accountability Testing in Canada: Aligning Provincial Policy Objectives with Teacher Practices
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| Title: | Accountability Testing in Canada: Aligning Provincial Policy Objectives with Teacher Practices |
|---|---|
| Language: | English |
| Authors: | Copp, Derek |
| Source: | Canadian Journal of Educational Administration and Policy. 2019 (188):15-35. |
| Availability: | Canadian Association for the Study of Educational Administration. Available from: College of Education, University of Saskatchewan. Tel: 306-966-7619; Web site: https://journalhosting.ucalgary.ca/index.php/cjeap/ |
| Peer Reviewed: | Y |
| Page Count: | 21 |
| Publication Date: | 2019 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Foreign Countries, Accountability, State Policy, Educational Policy, Educational Assessment, Educational Practices, Teacher Behavior, Teacher Response, Teaching Methods, Student Evaluation, Alignment (Education), High Stakes Tests, Minimum Competency Testing |
| Geographic Terms: | Canada |
| ISSN: | 1207-7798 |
| Abstract: | One of the major functions of large-scale assessment is educational accountability. The expectation for the improvement of instruction based on test results is called "professional accountability" and it is built into provincial assessment policies across Canada. This study asked teachers to self-report on instructional changes they have made in response to large-scale assessment data. How teachers respond to external evaluation is "reactivity" which can gauge both the amount and type of instructional effects. Quantitative analyses were done to examine the prevalence of reactivity, and qualitative interview data were used to support the findings and to elaborate on relevant details. The results were that teachers generally do show reactivity to large-scale assessment data, yet this change tends to be more "teaching to the test." There is no consensus in the teaching community regarding assessment or accountability policies. These policies do not focus on teacher implementation practices needed to meet stated goals. |
| Abstractor: | As Provided |
| Entry Date: | 2019 |
| Accession Number: | EJ1211792 |
| Database: | ERIC |
| Abstract: | One of the major functions of large-scale assessment is educational accountability. The expectation for the improvement of instruction based on test results is called "professional accountability" and it is built into provincial assessment policies across Canada. This study asked teachers to self-report on instructional changes they have made in response to large-scale assessment data. How teachers respond to external evaluation is "reactivity" which can gauge both the amount and type of instructional effects. Quantitative analyses were done to examine the prevalence of reactivity, and qualitative interview data were used to support the findings and to elaborate on relevant details. The results were that teachers generally do show reactivity to large-scale assessment data, yet this change tends to be more "teaching to the test." There is no consensus in the teaching community regarding assessment or accountability policies. These policies do not focus on teacher implementation practices needed to meet stated goals. |
|---|---|
| ISSN: | 1207-7798 |
