An Alternative Vision for Large-scale Assessment in Canada

Volante, Louis

doi:10.22329/jtl.v4i1.89

Cited by 25 publications

(15 citation statements)

References 26 publications

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“…Vērtēšanas darbi makrolīmenī tiek izmantoti vairākiem mērķiem, tajā skaitāsignalizēt svarīgus izglītības mērķus, izvērtēt izglītības sistēmas kvalitāti, būt par skolēnu sasniegumu apliecinājumu. Arvien nozīmīgāks kļūst arī mērķisatbalstīt skolotājus, izmantojot iegūtos datus no vērtēšanas darbiem makrolīmenī (Volante, 2006).…”

Section: Diskusija Discussionunclassified

Alignment of 6th Grade Large-Scale Assessment Constructs With the Revised Curriculum Framework

Pestovs

Namsone

Čakāne

et al. 2019

SIE

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One of the goals of the National Development Plan 2014-2020 is to reduce the proportion of students with low cognitive skills, and at the same time increase the proportion of students with higher level cognitive skills. In line with those goals, the National Centre for Education is implementing the project “Competency-based approach to curriculum”, funded by the European Social Fund. The purpose of the research described in this article is to find out to what extent the current large-scale national assessments for 6th Grade are coherent with the new curriculum and what improvements are needed for aligning the national assessments with the national curriculum. The theoretical framework of the research is developed by analysing the frameworks of the programme for international student assessment (PISA), trends in international mathematics and science study (TIMSS), progress in international reading literacy study (PIRLS), as well as the framework of the revised national curriculum in Latvia. National 6th Grade assessments of the year 2018 are analysed by using Classical test theory and Rasch model. The indicators of the test items are mapped according to the developed theoretical framework. Authors conclude that the national 6th Grade tests assess the elements of literacy, numeracy and scientific literacy. Students have a high level of performance in test items with low cognitive depths, but there is an insufficient number of test items with high cognitive depths, allowing pupils to demonstrate skills in new contexts, which is an essential goal of the new national curriculum. Further research is required on the use of data from the large-scale assessment in supporting and guiding student instruction and learning.

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Section: Diskusija Discussionunclassified

Alignment of 6th Grade Large-Scale Assessment Constructs With the Revised Curriculum Framework

Pestovs

Namsone

Čakāne

et al. 2019

SIE

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“…In short, for many students, grades matter. Informing the meaning of grades, however, are multiple possibilities; some of these, we suggest, are affirmed by the sort and rank philosophy informing the educational contexts in which they learn (Klinger, DeLuca, & Miller, 2008;Volante, 2006a).…”

Section: Mixed Messages: Grades and Their Importance In Different Conmentioning

confidence: 93%

The Challenge of Differing Perspectives Surrounding Grades in the Assessment Education of Pre Service Teachers

Mitton-Kukner

Munroe

Graham

2015

CJHE

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In this paper we describe the challenges we experience teaching an assessment course to pre-service teachers, as part of their studies in a bachelor of education program. As we teach the course, our intent is to explicitly model assessment practices that reflect a philosophy of success for all, rather than sort and rank. Rather than ranking students by achievement, our goal is to model how to tap into the learning potential of every student (Stiggins, 2005). Inquiring into moments that show how the teaching of a success for all philosophy is tension-filled in teacher education, we demonstrate the multiple and conflicting perspectives informing grades. We situate our discussion in the area of assessment in higher education and propose a series of actions, which may resonate with instructors in teacher education and higher education contexts.

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“…As evidence, TIMSS and PISA scores have been equated with the quality of education in different countries (OECD, 2016b;Tucker, 2011;Zhao, 2016c), resulting in strong media and policy reactions around the world (Baird et al, 2016;Dillion, 2010;Figazzolo, 2009;Gruber, 2006;Sellar & Lingard, 2014;Sjøberg, 2015 As evidence, in China, for instance, only subjects tested by the National College Entrance Exam are taken seriously (Yu & Suen, 2015;Zhao, 2014). And the U.S. has witnessed a trend of curriculum narrowing since the enactment of NCLB in the U.S. (Abu-Alhija, 2007;Albrecht & Joles, 2003;Berliner, 2011;Bowen & Rude, 2006;Klenowski, 2011;Klinger & Rogers, 2011;Popham, 2000;Tienken & Zhao, 2013;Towles-Reeves, Garrett, Burdette, & Burdge, 2006;Volante, 2005Volante, , 2006. In surveys of U.S. classrooms in which students were tested on two core subjects (reading and math), classrooms added between 75 and 150 min weekly to each of the two areas.…”

Section: Distorting Educationmentioning

confidence: 99%

“…Once more, skills in domains such as visual arts, music, and physical education are vital for a large sector of the workforce" (p. 2). Rather, by not allowing students to pursue diverse subjects and lines of thinking, the divergent thinking, creativity, self-esteem levels, engagement, and desire for lifelong learning are all diminished and harmed (Berliner, 2011;Volante, 2005Volante, , 2006Zhao, 2016c).…”

Section: Distorting Educationmentioning

confidence: 99%

Side Effects of Large-Scale Assessments in Education

Emler¹,

Zhao²,

Deng³

et al. 2019

ECNU Review of Education

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Purpose: In line with a recent call for side effects research in education, this article aims to synthesize the major concerns that have been raised in the literature concerning large-scale assessments (LSAs) in education. Design/Approach/Methods: The researchers endeavored to complete a deep review of the literature on LSAs to synthesize the reported side effects. The review was synthesized thematically to understand and report the consequences of the ongoing push for the use of LSA in education. Findings: Thematic analysis indicated overarching side effects of LSA in education. We discuss why negative side effects exist and present evidence of the most commonly observed side effects of LSA in education, including distorting education, exacerbating inequity and injustice, demoralization of professionals, ethical corruption, and stifling of innovation in education. Originality/Value: While concerns about the use and misuse of LSA in education are not new and have been discussed widely in the literature, rarely have they been discussed as inherent qualities and consequences of LSAs that can do harm to education.

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An Alternative Vision for Large-scale Assessment in Canada

Cited by 25 publications

References 26 publications

Alignment of 6th Grade Large-Scale Assessment Constructs With the Revised Curriculum Framework

Alignment of 6th Grade Large-Scale Assessment Constructs With the Revised Curriculum Framework

The Challenge of Differing Perspectives Surrounding Grades in the Assessment Education of Pre Service Teachers

Side Effects of Large-Scale Assessments in Education

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