Research Reports

As part of EQAO’s commitment to providing objective, reliable and useful data about student achievement, the agency has an active research program that undertakes a number of original projects.

Multi-Stage Computer Adaptive Tests (msCATs)
Classrooms increasingly rely on digital tools for teaching and learning. To reflect these realities, EQAO is digitalizing Ontario’s large-scale assessment program. Computer adaptive testing is an important component of EQAO’s modernized assessments and a useful tool to meet students where they are in their learning development.

Multi-stage computer adaptive tests (msCATs) present many benefits to students, parents and guardians, and educators. These include adapting to student proficiency, offering flexibility in assessment scheduling while maintaining security, and providing automated reports, which allow for timely and detailed feedback. Check out these additional resources on msCATs:

Student Voices

What Engages Students, in Their Own Words [PDF]
We can learn a lot about students and their perspectives by listening to their needs, wants and successes.

What Do You Want Next Year’s Teacher to Know About You? [PDF]
EQAO asked students from across the province the question “What do you want next year’s teacher to know about you?” In the responses of 28 students, there is consensus on three key themes.

Lessons from EQAO Data on Fundamental Math Skills: How Are Ontario Students Doing? [PDF]

The purpose of this informational report is to provide an overview of provincial achievement of fundamental math skills among primary and junior students. The report draws from EQAO data gathered in 2016, 2017 and 2018.

Math Superpowers [PDF]

Is mathematics achievement all about the math, or can students advance their math achievement by empowering themselves as math students? EQAO research suggests that positive attitudes and strategies support success.

A Close Look at Mathematics Series—Volume 1

This research volume provides an in-depth review and compilation of EQAO data and insights from 2011 to 2019, demonstrating the importance of examining learning contexts to gain a better understanding of mathematics achievement in Ontario. (.)

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