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 |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1211792 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Accountability Testing in Canada: Aligning Provincial Policy Objectives with Teacher Practices – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Copp%2C+Derek%22">Copp, Derek</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22Canadian+Journal+of+Educational+Administration+and+Policy%22"><i>Canadian Journal of Educational Administration and Policy</i></searchLink>. 2019 (188):15-35. – Name: Avail Label: Availability Group: Avail Data: 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/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 21 – Name: DatePubCY Label: Publication Date Group: Date Data: 2019 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Foreign+Countries%22">Foreign Countries</searchLink><br /><searchLink fieldCode="DE" term="%22Accountability%22">Accountability</searchLink><br /><searchLink fieldCode="DE" term="%22State+Policy%22">State Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Policy%22">Educational Policy</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Assessment%22">Educational Assessment</searchLink><br /><searchLink fieldCode="DE" term="%22Educational+Practices%22">Educational Practices</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Behavior%22">Teacher Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher+Response%22">Teacher Response</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Evaluation%22">Student Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Alignment+%28Education%29%22">Alignment (Education)</searchLink><br /><searchLink fieldCode="DE" term="%22High+Stakes+Tests%22">High Stakes Tests</searchLink><br /><searchLink fieldCode="DE" term="%22Minimum+Competency+Testing%22">Minimum Competency Testing</searchLink> – Name: Subject Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 1207-7798 – Name: Abstract Label: Abstract Group: Ab Data: 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. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2019 – Name: AN Label: Accession Number Group: ID Data: EJ1211792 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 21 StartPage: 15 Subjects: – SubjectFull: Foreign Countries Type: general – SubjectFull: Accountability Type: general – SubjectFull: State Policy Type: general – SubjectFull: Educational Policy Type: general – SubjectFull: Educational Assessment Type: general – SubjectFull: Educational Practices Type: general – SubjectFull: Teacher Behavior Type: general – SubjectFull: Teacher Response Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Student Evaluation Type: general – SubjectFull: Alignment (Education) Type: general – SubjectFull: High Stakes Tests Type: general – SubjectFull: Minimum Competency Testing Type: general – SubjectFull: Canada Type: general Titles: – TitleFull: Accountability Testing in Canada: Aligning Provincial Policy Objectives with Teacher Practices Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Copp, Derek IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Type: published Y: 2019 Identifiers: – Type: issn-electronic Value: 1207-7798 Numbering: – Type: issue Value: 188 Titles: – TitleFull: Canadian Journal of Educational Administration and Policy Type: main |
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