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Introduction to the Education Quality and Accountability Office

Introduction to the Education Quality and Accountability Office. Limestone District School Board. “EQAO’s purpose is to ensure greater accountability in the publicly funded education system and to improve the quality of education in Ontario.”

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Introduction to the Education Quality and Accountability Office

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  1. Introduction to the Education Quality and Accountability Office Limestone District School Board

  2. “EQAO’s purpose is to ensure greater accountability in the publicly funded education system and to improve the quality of education in Ontario.” The Grade 3 and Grade 6 Assessments of Reading, Writing, and Mathematics, 2002-2003: Report of Provincial Results, p.9 Education Quality and Accountability Office (EQAO)

  3. Large Scale Assessment Provides year-to-year data Informs improvement planning and target setting Designed and scored “at a distance” Provides a snapshot of student achievement Administered, scored, and reported in a consistent and standard manner Provides the same comparable items for all students Classroom Assessment Reports regularly on student achievement Provides for self-evaluation and goal setting Created and marked by the classroom teacher Administered at regularl intervals over time Involves a variety of supports, variation in administration procedures and time allowed, and teacher autonomy in marking Allows for modified items and tasks tailored to needs of individual or groups of students Large Scale Assessment: Serving Different Purposes

  4. “At its core, provincial testing is about feedback. Feedback is the critical part of the learning process. The goal of provincial testing is to provide feedback on the level of learning that students have achieved in core subjects. This supplements the helpful feedback students regularly receive from their teachers. The results inspire many school boards, individual schools and teachers to continue to find innovative ways of supporting student success.” EQAO Provincial Report, 2005

  5. Grade 3 Assessment of Reading, Writing and Mathematics - introduced in 1997 Grade 6 Assessment of Reading, Writing and Mathematics - introduced in 1999 Ontario Secondary School Literacy Test - introduced in 2000 Grade 9 Assessment of Mathematics - introduced in 2001 Provincial Assessment in Ontario Administered by EQAO

  6. Developed in keeping with Principles for Fair Student Assessment Practices for Education in Canada (1993) Measures how well students have met expectations outlined in the Ontario Curriculum: Grades 1 to 8 Assessed in 3 key areas: Reading, Writing and Mathematics Contain performance-based activities and multiple-choice questions The Grade 3, 6 and 9 Provincial Report, 2004-5: English-Language Schools p.32 Grade 3 and 6 Assessments Design and Development

  7. Developed in keeping with Principles for Fair Student Assessment Practices for Education in Canada (1993) Measures how well students have met expectations outlined in the Ontario Curriculum Grades 9 and 10: Mathematics Separate versions developed for Academic and Applied courses Contain performance-based activities and multiple-choice questions The Grade 3, 6 and 9 Provincial Report, 2004-5: English-Language Schools p.52 Grade 9 Assessments of Mathematics Design and Development

  8. Assesses the reading and writing skills students are expected to have acquired across all subjects by the end of Grade 9 Successful completion of the OSSLT or the Ontario Secondary School Literacy Course (OSSLC) required for graduation with an Ontario Secondary School Diploma EQAO Annual Report, 2003-4, p. 12 Ontario Secondary School Literacy Test (OSSLT)

  9. School Achievement Indicators Program (SAIP) - Mathematics and Writing Trends in International Mathematics and Science Study (TIMSS) Second Information Technology in Education Study (Sites) Programme for International Student Assessment (PISA) -Reading, Mathematics and Science Progress in International Reading Literacy Study (PIRLS) National/International Assessment Coordinated by EQAO

  10. “If every year, every Grade 6 teacher in this province helped only one more student move from level 2 to level 3, 63% rather than the current 58% of students would be leaving Grade 6 with solid reading skills – a 5% increase. And by 2008, almost 30,000 more students would be reaching the provincial standard.” Using Data to Inform Professional Practice, EQAO, 2005

  11. www.eqao.com For further information on EQAO, see:

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