Ontario - A Learning Province - Report April 2018

Findings and Recommendations from the Independent Review of Assessment and Reporting Ontario

Carol Campbell, Jean Clinton, Michael Fullan, Andy Hargreaves, Carl James and Kahontakwas Diane LongboatEducation Advisors to the Premier of Ontario and the Minister of EducationMarch 2018

Page 1

• Review authors: Carol Campbell, Jean Clinton, Michael Fullan, Andy Hargreaves, Carl James, Kahontakwas Diane Longboat.

• Independent Review aims to update assessment and reporting practices in Ontario’s education system.

Page 2

• Student feedback emphasizes the need for personalized assessments to cater to diverse learning styles and expressions of knowledge.

Page 3

Table of Contents Highlights:

• Letter to Premier Wynne and Minister Naidoo-Harris.

• Executive Summary.

• Areas needing improvement in Assessment: Classroom, Large-scale, Pan-Canadian, International Assessments.

• Recommendations and proposed actions.

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Letter to Premier Wynne and Minister Naidoo-Harris:

• Thankfulness for participation in public consultations and guidance on assessment updates.

• Acknowledgement of over twenty years since the beginning of large-scale assessments.

• Highlights importance of evolving assessments to support all Ontario students amidst changing societal needs.

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• Vision emphasized to center student experiences (needs, progress, well-being) on future assessment designs.

• Proposal of 18 recommendations for transforming assessment and reporting culture in Ontario.

• Urgency for collaborative implementation with the education sector.

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Executive Summary Insights:

• Overview of the Independent Review's initiation on September 6, 2017.

• Emphasis on the need for evidence-informed, practical assessment improvements.

• Review fosters ongoing discussions among stakeholders and experts to support revitalization in assessments.

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Current Assessment Policies and Practices:

• Fundamental principles guided by "Growing Success (2010)."

• Overview of EQAO's role in annual large-scale assessments for Grades 3, 6, 9, and OSSLT.

• Participation in national/international assessments (PCAP, PISA, TIMSS, PIRLS).

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Areas for Improvement:

• Identified 13 areas needing enhancement with 18 recommendations.

• K-12 System of Student Assessment to establish a coherent strategy.

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Classroom Assessments:

• Emphasis on prioritizing and improving classroom assessments and corresponding feedback.

• Three key areas for enhancement:

  • Professional learning and development for educators.

  • Access to quality assured assessment tools and resources.

  • Strengthened feedback communication practices.

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Large-scale Assessment Challenges:

• Recognition of EQAO's role and public perception concerns.

• Calls for a clarification of purposes for large-scale assessments, adapting to meet student diverse needs.

Additional Findings & Definitions:

• Assessments should reflect current educational realities focusing on inclusivity and cultural relevance.

• Importance of integrating technology in assessing student progress and adapting methodologies.

• Calls for continuous review and updating assessment policies to ensure alignment with educational excellence and equity goals.

Recommendations Recap:

1. Develop partnerships with First Nations, Métis, and Inuit groups for assessment development.

2. Refine Growing Success policy focusing on inclusivity and available resources.

3. Update assessment practices with evidence-based strategies and support professional learning for educators.

4. Establish a framework for large-scale assessments with clear purposes and adaptive technologies.

Conclusion:

• The review advocates re-centering assessments around student experiences and grounding educational practices in equity and well-being.

• There is an urgent need for a comprehensive commitment from educational stakeholders to integrate these recommendations into a proactive assessment framework that fosters student success.