Educational Testing: The Canadian Experience with Standards, Examinations, and Assessments
DIANE Publishing, 1993 - Education - 75 pages
A review of the experiences of the Canadian provinces with large-scale testing programs to suggest answers to questions discussed currently in the U.S. regarding this proposal. In the Canadian provinces, tests are linked to provincial curricula and measure the extent to which students have achieved provincial standards developed through the widespread involvement of teachers, provincial officials, and subject-area experts.
What people are saying - Write a review
We haven't found any reviews in the usual places.
academic administration Alberta and British assessment programs Associated With Canadian British Columbia Brunswick Canada Canada-Wide Assessment Canadian experience Canadian provinces Canadian Provincewide Testing Canadian Tests Category Characteristic chapter Characteristic Stated purposes Characteristics of Canadian classroom CMEC content validity criterion-referenced tests Department of Education Diploma Examination Edmonton educational standards exam examination courses examination systems ﬁnal French high school Improving Teaching interviews language arts Manitoba mathematics Ministry of Education misuse of test multiple-choice items national test Newfoundland Newfoundland and Labrador norm-referenced norm-referenced test Nova Scotia ofﬁcials Ontario open-ended panels of teachers participation performance items Prince Edward Island Provincewide Testing Programs provincial curricula provincial education department provincial examinations provincial level Quebec Regents Examinations Safeguards Associated sample of students Saskatchewan school-awarded grade skills speciﬁcations Stakes and Safeguards Standards and Testing Students and grades students enrolled subject areas Subjects assessed taught teacher involvement teaching and learning test development Testing Programs Table United
Page 1 - The Honorable William D. Ford Chairman, Committee on Education and Labor House of Representatives The Honorable William F. Goodling Ranking Minority Member, Committee on Education and Labor House of Representatives The Honorable Dale E. Kildee Chairman, Subcommittee on Elementary, Secondary, and Vocational Education Committee on Education and Labor House of
Page 16 - the American Educational Research Association and the National Council on Measurement in Education
Page 1 - at (202) 512-5885. Other major contributors to this report are listed in appendix III. Eleanor Chelimsky Assistant Comptroller General Executive Summary Purpose Background Results in Brief
Page 2 - At the request of the House Committee on Education and Labor and the Subcommittee on Elementary, Secondary, and Vocational
Page 1 - Eleanor Chelimsky Assistant Comptroller General Executive Summary Purpose Background Results in Brief In
Page 16 - examinations contain a mix of multiple-choice and written-response items. Examination grades determine between 30 percent and 50 percent of high school students' final grades in courses for which examinations are required and therefore contribute substantially to students' graduation status. 3 2 Koretz et al., The Effects of High-Stakes Testing on Achievement Preliminary Findings About Generalization Across Tests." Paper presented at. the annual meeting of
Page 40 - For example, Calder's 1900 survey of 135 teachers in Alberta found, on the one hand, that 66 percent of teachers polled indicated that the examinations should continue to be given, nearly 75 percent that they were well constructed, and 57 percent that they were fair to students. On the other hand, 60 percent of teachers
Page 37 - activity compared to 32 percent for the grade 10 teachers and 15 percent for grade 8. Alternatively, grade 8 teachers spent 24 percent of their time on laboratory activities; grade 10,8 percent^ and grade 12, 7 percent. About 10 percent of instructional time at grade 8 was spent in discussion compared to 4 percent
Page 2 - (1) How have educational standards been set, by whom, and at what level? (2) What kinds of tests have been used to assess whether the standards are being met? (3) What types of stakes have been attached to tests to ensure that they will be taken seriously? (4) What explicit safeguards have been