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In order to ensure that the assessment is administered consistently and fairly, EQAO publishes guides for schools to follow. The guides outline in detail what is expected of educators involved in the administration of the assessment, including
During the assessment, students must work independently to answer the multiple-choice and open-response questions in a quiet environment supervised by teachers trained to administer the assessment.
Quality assurance procedures help to ensure that the assessment produces valid and reliable data. EQAO follows a number of procedures that ensure parents, educators, students and the public can have confidence in the reliability and validity of the data the agency reports. These include
Actions that breach EQAO assessment-administration procedures and assessment security may affect item and student-response validity. EQAO will only release individual student, school or board achievement results if it is confident in the quality and integrity of the data. When EQAO has reason to believe that the integrity of the data has been compromised, the school and/or board administration is required to conduct an investigation. If irregularities in assessment administration or breaches of assessment security are confirmed by the investigation at the local level, one or more of the following actions may be taken:
Examples of actions that breach EQAO assessment-administration procedures and assessment security include but are not limited to
Ensure that all Grade 3 and Grade 6 students enrolled at the school are accounted for, including those who are English language learners as defined by English Language Learners: ESL and ELD Programs and Services: Policies and Procedures for Ontario Elementary and Secondary Schools, Kindergarten to Grade 12 (2007) and those with special education needs, even if they are to be exempted.
If students are absent during the assessment, teachers should have them complete the assessment when they return, if the assessment booklets are still in the school. Teachers may use the CTS to keep track of the booklets that students have completed.
If a student changes schools during the assessment, return all materials to EQAO.
If a student is late for class, teachers should have the student begin the assessment when he or she arrives.
If possible, allow late students the full time suggested for each component of the assessment.
Each school board with Grade 3 French Immersion classes must choose one of the following three options for the completion of the assessment. The board’s decision will apply to every one of its schools with Grade 3 French Immersion classes.
All Grade 6 students in French Immersion programs will participate in the English-language assessment. An
English-French glossary of mathematical terms is available on the EQAO Web site.
In the case of an absence, another teacher, supervised by the principal, may administer the assessment. The teacher taking over the administration of the assessment must be provided in advance with a copy of the
Administration and Accommodation Guide and must follow the detailed steps in it. The teacher must have the opportunity to have the procedures clarified.
Under provincial law, persons dealing with children, including teachers, teaching assistants and principals, have a duty to report suspicions of child abuse to the Children’s Aid Society. According to the Child and Family Services Act, the duty to report also applies where there are reasonable grounds to suspect patterns of child neglect.
If a teacher, non-teaching staff member, principal or person working as a scribe has reasonable grounds to suspect child abuse or neglect, he or she is obligated to report the suspicion and the information on which it is based directly to the Children’s Aid Society. When reporting to the Children’s Aid Society, send only the student’s writing linked to the suspicion of abuse or neglect. Notify EQAO at 1-888-327-7377 at the same time, indicating which portion of the assessment is in question. Do not send the Children’s Aid Society any part of the preprinted assessment. If they require more information, they will contact EQAO.
EQAO has procedures in place to facilitate scorers’ reporting of suspicions of child abuse.
Student work that contains offensive (e.g., obscene or racist) language or graphic depictions will be reported to the principal, so that appropriate action can be taken at the school level. Offensive content may invalidate a student’s response.
In the fall, EQAO will provide an Individual Student Report (ISR) for each student. The ISR will indicate overall levels of achievement in reading, writing and mathematics.
Samples of student work will be available on the EQAO Web site, to assist in the interpretation of reports. Each district school board and school authority will receive school, board and provincial results. EQAO will report on student achievement at the board and provincial levels in the
Field-test questions are embedded in the student booklets.
Students will have different versions of these embedded questions. These questions will not be included in the students’ scores. However, it is important that students give them the same effort they give the other parts of the assessment.
In case of an emergency, instruct the students to leave all test materials on their desks and follow the school’s emergency exit plan. When the students return, instruct them to continue to work.