As per course,
EQAO has been the standard by which Schools measure their achievement progress in Ontario since 1996. It is used to construct both School Improvement Goals and Board Improvement plans and often drives the focus of professional development in Boards and Schools.
In 2020, and again in 2021 there were no EQAO scores to guide, specifically Elementary schools. EQAO has now shifted all of its assessments to digital, online environments. Other large scale data assessments may or have been cancelled as well. Given the absence of large scale standardized assessment data, schools and Boards must now find new ways to measure student achievement.
Sandra Herbst, a Manitoba educator and author, explains that for assessment and evaluation to be reliable and valid, three types of assessment must be used:
-Products
-Observations
-Conversations
And these must be collected over time. She terms this 'triangulated evidence' (Herbst & Davies,2016).
Reflect on the changing realities of EQAO. In what ways might this affect the reliability and narrative the data tells? Consider the reading by Caillou and Wesley-Esquimaux and Street Data chapters and discuss what types of evidence may be collected in your school and how it will be aggregated in order to gain a clear picture of school achievement and needs.
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As per discussion,
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