In the Know with EQAO |
Bruce Rodrigues, Chief Executive Officer, EQAO
The work of this task force in the Hamilton-Wentworth Catholic District School Board demonstrates the appropriate and inspired use of EQAO data for system improvement. These are the kinds of efforts that will improve student achievement in the long run.
When evaluating school effectiveness, it is important to examine the relevant and credible evidence from all sources, not just one or two.
Bruce Rodrigues, , Chief Executive Officer, EQAO
A key observation gained from examining student responses on provincial tests is that many students struggle with the skill of making relevant and specific connections between what they read and their own ideas.
Article by Chief Executive Officer, Marguerite Jackson
A new independent survey by the University of Toronto’s Ontario Institute for Studies in Education (OISE) has been released and it reports continued and widespread support for EQAO’s province-wide testing program. Large majorities of the general public and of parents favour the provincial assessment of all students, the survey finds. This high level of support has been sustained for many years.
Students do better on the EQAO Grade 9 Assessment of Mathematics when they know the test will affect their final course mark.
In many cases, mathematics teachers can help more students do better on the Education Quality and Accountability Office’s (EQAO’s) Grade 9 Assessment of Mathematics by delivering a simple non-math message: this test counts toward your final mark.
EQAO survey data have informed discussions about the levels of reading enjoyment among Ontario students. In these discussions, some have suggested that the focus on literacy in schools might be negatively affecting students’ enjoyment of reading. A closer look at EQAO data provides a different perspective and insights that can help educators and parents foster reading enjoyment in our children and youth.
Brian L. Desbiens, Chair of EQAO’s Board of Directors, responds to Toronto Star columnist, Rick Salutin’s article on large-scale testing.
The results of the 2009 administration of the Programme for International Student Assessment (PISA)—which assessed 15-year-old students in reading, math and science—were released on December 7 and show that Ontario students are among the best in the world in reading. The PISA results also challenge us, however, to look more closely at other areas of student learning.
November 26, 2010
The urgency of the need to attend to boys’ academic achievement, right from the earliest years, has never been more apparent. In this article, EQAO helps to inform discussions about gender and literacy and numeracy.
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Article by By Carol Ricker-Wilson, Education Officer, EQAO
Issue 1, 2013
Students struggle particularly with the skill of making relevant and specific connections between what they read and their own ideas. But this skill, which requires students to infer, interpret, analyze, evaluate and integrate information, is essential to full reading comprehension and critical thinking.
Audio commentary by Richard Jones, Director of Assessment and Reporting with EQAO.
Issue 2, 2012
These resources were developed to assist teachers in identifying their students’ strengths and areas that need improvement and in observing trends related to thinking and learning skills in each subject. Teachers will be able to use this resource to inform their own diagnostic, formative and summative assessments and to observe trends in student performance in order to help plan instruction that will support student improvement.
Article by Judith Hunter, former Education officer, EQAO
Issue 2, 2011
Most people would agree that students today need to develop a specific set of skills to be successful in the increasingly complex and information-rich world of the 21st century. What are these skills and how can we, as educators, support student success?
Article by Ruth Calman
Issue 1, 2011
There is a considerable body of research in the areas of school effectiveness and school improvement that has identified key aspects of effective schools that can present educators with important ideas for enhancing school improvement efforts. This article summarizes eight key factors that contribute to school effectiveness.
Article by Victoria L. Bernhardt, Ph.D., Executive Director of the Education for the Future Initiative
Issue, 3, 2009
data, not hunches, to identify problem areas and plan for improved student learning is the key to school improvement, says Dr. Bernhardt. In this presentation, she explains her model for collecting various types of data, including demographic, perception, student learning and school processes to get a clearer picture of a school’s current situation—a prerequisite for successful improvement planning.
Article by Lorraine Giroux, Education Officer, EQAO
Issue 2, 2009
Educators who want to create high-quality classroom test questions will gain valuable insight from the development process for EQAO’s large-scale assessments. Find out about the steps that will help you develop more effective open-response reading questions.
Article by Damian Cooper, Independent Education Consultant
Issue 1, 2009
At the 2008 EQAO conference, Damian Cooper, an independent education consultant, shared “Eight Big Ideas to Support Learning for All Students”: Eight simple ideas that apply directly to classroom assessments and can be used easily by teachers.
Article by Sandy DiLena, Education Officer, EQAO
Issue 3, 2008
This article describes the process that EQAO uses to create open-response questions (also called open-response assessment items), and shares lessons learned and information that could be useful to classroom teachers in the development of their own classroom assessments.
Article by Michael Kozlow, Director of Data and Support Services, EQAO
Issue 3, 2008
It is useful to consider the process of interpreting EQAO assessment data as a journey through several layers of information. Assuming the role of detective can help you use the clues contained in the EQAO assessment reports to answer the following fundamental question: What do the assessment results tell me about how well my students are meeting the expectations in The Ontario Curriculum?
Article by Kristen Clarke, Education Officer, EQAO
Issue 2, 2008
The following four strategies can help junior-, intermediate- and senior-level students and teachers use formative assessments more effectively to improve student learning.
Article by Peter C. Moffatt, retired Director of Education, Grand Erie District School Board, and Education Consultant; and Michael Kozlow, Director of Data and Support Services, EQAO
The demographics of a school are one of its givens. While a school cannot alter its demographic context, it can certainly learn valuable lessons from it.
Article by Dr. Barbara Plake, Distinguished Professor Emeritus, University of Nebraska-Lincoln
Issue 1, 2008
In order for classroom assessments to be a sound source of information on student learning and bring about substantial student performance gains, classroom tests need to possess certain indispensable features.
Article by David Thomas, Director of Education, Upper Canada District School Board
“Sometimes we tend to look at data and instead of saying, ‘What can we learn from this?’ we panic. Panic makes for poor decision making.”
Article by Bob Wilson, Professor Emeritus, Queen’s University
Issue 1, 2007
A good assessment item, whether on a classroom test or on an EQAO assessment, is one that fulfills its purpose.
Article by Marjorie Clegg, former Head of Quality Assurance at the Ottawa-Carleton DSB
One of the most rewarding experiences for me is to see teachers, principals and parents getting excited about data.
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