Conference 2008

Note: Due to contractual restrictions, only excerpts of the live webcast are available.

Using the themes of the conference, Mr. Lewis explores the ways in which education transforms the lives of children throughout the world, and is perhaps the greatest unacknowledged instrument we have for dramatic social change. A positive, concerted focus on helping students achieve their highest potential is the goal of all educators and a foundation for providing equitable access to opportunities for children in all nations. The ability to read and write, to think critically, to contribute positively to society and to believe in the potential of each human being are all core goals informing the efforts of every teacher in every classroom. EQAO’s conference honours the role of educators in their support of our youth.

In many countries, large-scale international assessment programs such as the Programme for International Student Assessment or the Progress in International Reading Study have become important indicators of the overall efficiency of school systems. This presentation shows current assessment approaches, as well as the difficulties in relating results from different large-scale international studies to one another, and to the micro-level of schools and classrooms. The presentation also outlines how the quest for a balanced assessment system will intensify both the need for collaboration and communication between the different levels, and the need for complex databases. The potential benefits and challenges of computer-assisted assessments and feedback can reduce the gaps among different assessment levels and promote a more balanced assessment approach.

As teachers plan classroom assessments, they often feel torn between two competing demands: that for increased accountability and that for feedback in words, not scores, which research suggests is a hallmark of the most effective assessment strategies. This session presents eight “big ideas” to help teachers simplify the assessment process and achieve a balance of assessment for learning (i.e., to promote learning) and assessment of learning (i.e., for grading and reporting).

Assessment has shown great promise for improving student learning, but only when high-quality assessments are used. The purpose of this presentation is to translate psychometric jargon into clear language that is meaningful and useful to classroom teachers. The goal is to equip teachers with an understanding of the critically important components of technically sound classroom assessments so that they will be able to use them effectively in their classrooms. Armed with better tools for designing, developing, delivering and discussing assessment results, classroom teachers will be empowered to be more effective consumers and users of classroom assessments. Components of technical quality are applied to typical classroom assessment practices through the use of examples.

Teachers are required to make a myriad of decisions when designing, developing, delivering and discussing assessment results. The goal of this presentation is to provide teachers with models to use in making such decisions about classroom assessments. Different assessment strategies are reviewed, and indicators are discussed to help teachers ensure that their classroom tests are designed in a manner that is aligned with the purpose of the test, congruent with the curriculum delivered in the classrooms, aimed at an appropriate level of student performance and designed to provide high-quality assessment information for all students—in short, that the test is composed of the “right” content, the “right” format and the “right” level. The target of assessment design is the “right” stuff!

Dr. Douglas Reeves addresses the biggest challenges to leading meaningful change:

• getting buy-in from stakeholders;
• overcoming resistance;
• deciding what to do when people won’t change and
• determining what is worth fighting for.

New international studies involving more than 2000 schools and 1.5 million students reveal that leadership decisions have an extraordinary impact on achievement and equity. With compelling new evidence, Dr. Reeves provides his usual mix of hard-hitting facts, illuminating examples and insightful analysis to help leaders at every level have the maximum possible impact on student achievement.

Dr. Lorna Earl examines the issues and ideas that emerged from the conference and reflects on possible ways EQAO can contribute to the effective use of assessment to support learning for all students.