Videos

EQAO offers a variety of videos on EQAO data and student learning.

Learn more about how EQAO develops its assessments, what to expect when completing them and the resources available to students and teachers.

What to Expect on EQAO Assessments

What students can expect when completing their EQAO assessment.

Reading, Writing and Mathematics, Primary Division and Junior Division

What to Expect on the Assessments of Reading, Writing and Mathematics, Primary Division and Junior Division

This video will provide information on what students can expect when participating in the Assessments of Reading, Writing and Mathematics, Primary Division and Junior Division. Please note that with the release of new Ontario language curriculum, this video is being updated.

Welcome. This video will provide information on what students can expect when participating in the EQAO Assessments of Reading, Writing and Mathematics, Primary and Junior Divisions. These assessments are to be administered to students in Grade 3 and Grade 6 in Ontario schools in spring.  

Students who attend publicly funded schools in person will complete the EQAO assessments during the regular school day. Schools have the flexibility to determine when assessment sessions will be scheduled within the administration dates set by the EQAO.  

The primary- and junior-division assessments align with the expectations in The Ontario Curriculum and measure the reading, writing and mathematics skills students are expected to have learned by the end of Grade 3 for the primary-division assessment, and by the end of Grade 6 for the junior-division assessment. 

Results from the EQAO assessments are used to inform improvement at the student, school, school board and provincial levels. They also help parents and guardians and educators to understand how students are doing in literacy and numeracy. The information helps policy-makers, researchers and other individuals invested in student learning in Ontario to determine how to support school improvement and student success.  

Students will use an electronic device to complete the online assessment at school. For those who cannot complete the assessment online, an alternative version is available.  

Each assessment has a language component consisting of different sessions, and a mathematics component consisting of different stages. Students complete a session or stage in one continuous sitting. These sessions or stages can be undertaken back-to-back with breaks in between or on different dates and times.  

The language component consists of four sessions: two reading sessions, two writing sessions and a final reading or writing session. Each session is designed to be completed within approximately 35 minutes. The mathematics component contains a total of four stages. Each stage is designed to be completed in approximately 30 minutes.

During the assessment, students will be presented with visually engaging and age-appropriate content. Breathing exercises are included in the online platform. These are designed to help students stay calm and focused.

Each assessment contains a variety of question types, including single selection, multiple-selection, drag and drop, drop-down menu and checklist items. In the language component, students are also given open-response questions.  

At the end of the assessment, students have the opportunity to complete a  questionnaire that asks them about their attitudes and perceptions with respect to reading, writing, and mathematics and their learning environment, such as ability to work in groups and transferable skills .. EQAO will use questionnaire data to provide schools, school boards, teachers and parents and guardians with information on how students’ attitudes and perceptions, including growth mindset and access to technology are related to students’ mathematics and language achievement.  

To help students familiarize themselves with the online platform, they will have the opportunity to participate in an introductory session in class with their teacher before completing the assessment. 

The introductory session allows students to explore the built-in tools available to them during the assessment. For example, students can try out the highlighter and the eraser.

Other tools include a line reading tool, a built-in calculator in the mathematics component and the ability to make rough notes in the junior-division language component. The primary- and junior-division mathematics components each have French-English and English-French glossaries. Students completing the mathematics component of the junior-division assessment also have access to the EQAO Formula Sheet.

All students can use the built-in accessibility tools such as the zoom in and zoom out feature, a text-to-speech reader and a high-contrast view during the assessment.  

Additionally, students will have access to both the language and mathematics components in the sample test during the introductory session. The sample test includes the various types of questions that will be on the actual assessment. 

Here is a question from the Reading section of the language component of the primary-division sample test.  

Anyone who would like to become familiar with the format of the primary- and junior-division assessments and the types of questions that they contain can find the sample tests on EQAO’s website.  

Since EQAO assessments are aligned with The Ontario Curriculum, which is used for classroom instruction, students do not require additional preparation.

Framework documents for each assessment are available for review on EQAO’s website. Frameworks provide details on each assessment such as the curriculum expectations that are assessed and how the questions will be scored, and they include a sample Individual Student Report.  

As EQAO seeks to continuously improve its programs, it engages students to ensure that their voices are being heard. The EQAO Student Engagement Committee (or ESEC) is a unique forum for students to share their ideas and experiences. ESEC is made up of students from all over Ontario and provides recommendations on how EQAO can improve its assessments and programs, and increase student engagement.

ESEC members have shared with EQAO that students are less likely to feel nervous when they have positive discussions about EQAO’s assessments before they complete the assessments. ESEC members have also indicated that students appreciate encouraging conversations about their ability to be successful on the assessments.  

It is important for students to feel supported and hear that they are ready to take the assessments.  

Individual student results are made available to schools in the fall of the following school year. Students will receive their Individual Student Report from their school to bring home.  

EQAO uses the definitions from the Ontario Ministry of Education’s levels of achievement for how it reports achievement: Level 1 represents achievement that falls much below the provincial standard. Level 2 represents achievement that  approaches the provincial standard. Level 3 represents achievement that meets the provincial standard. Level 4 identifies achievement that surpasses the provincial standard. 

The provincial standard is not used to determine if a student passes or fails. The provincial standard is simply an established target that helps to determine if the student is prepared for work in subsequent grades. Results on the primary- and junior-division assessments are not included in grades that appear on report cards for students.  

Alongside other assessment information, results from the Assessments of Reading, Writing and Mathematics for Grade 3 and Grade 6 students provide valuable information to help understand your child’s educational journey better.  

Please visit www.eqao.com to learn more about the Education Quality and Accountability Office and the EQAO assessments in which Ontario students participate in elementary and secondary schools.

Grade 9 Assessment of Mathematics

What to Expect on the Grade 9 Assessment of Mathematics

This video will provide information on what students can expect when participating in the Grade 9 Assessment of Mathematics.

Welcome. This video will provide information on what students can expect when participating in EQAO’s Grade 9 Assessment of Mathematics.

EQAO assessments provide parents, guardians and educators with information about student attitudes and achievement in literacy and numeracy in Ontario’s education system. The information provided assists policymakers and researchers in making decisions about and supporting continuous improvement in students’ learning.

The Grade 9 Assessment of Mathematics is administered near the end of the Grade 9 mathematics course. Educators have the flexibility to determine when assessment sessions will be scheduled within the administration windows set by EQAO.

EQAO assessments have been modernized to allow for a more engaging and student-focused experience. Students will complete the online assessment at school.

The questions in the assessment align with the expectations in The Ontario Curriculum and measure the knowledge and skills students are expected to have learned by the end of the Grade 9 mathematics course.

The assessment consists of questions that cover students’ knowledge and skills in the following strands: Number, Algebra, Data, Geometry and Measurement, and Financial Literacy.

Although the assessment does not measure the content in the Mathematical Thinking and Making Connections strand, students will be required to apply the mathematical processes while completing the assessment.

The Grade 9 Assessment of Mathematics is an online assessment that includes two sessions—Session A and Session B. Each session has two stages and is designed to be completed in approximately 60 minutes. The assessment uses a multi-stage computer adaptive testing model that adapts to individual students’ performance as they progress through each assessment session.

At the end of the two assessment sessions, students will complete a voluntary questionnaire that asks them about their attitudes and perceptions with respect to mathematics and their learning environment. EQAO will use this data to provide schools, boards, teachers and parents and guardians with information on how student attitudes and perceptions are related to students’ mathematics achievement.

Students will have an opportunity to participate in an introductory session of the assessment with their teacher. This will help familiarize them with the online e-assessment platform.

During this introductory session, students will complete a sample test and tool exploration, where they can try out the tools that will be available during the assessment, such as the tool for drawing lines, the highlighter tool and the eraser tool.

All students can also use the assessment’s built-in accessibility tools, including the line reader, the zoom-in and zoom-out features, a text-to-speech reader and a high-contrast mode.

A built-in calculator is also provided. The EQAO formula sheet, which includes mathematical formulas students may require during the assessment, and the EQAO English–French and French‒English glossaries are also available in the e-assessment platform. Students can have hard copies of the glossaries to use during the assessment.

Students are also allowed to use their own calculator (scientific or graphing) and a pencil, and paper for rough work during the assessment.

Before completing the assessment, students also have access to reminders of test-taking strategies, and relaxation and visualization activities to help them stay calm and focused.

There are a variety of question types that students may complete during the assessment, such as single-selection, multiple-selection, drag and drop, and drop-down menu questions.

Anyone who would like to become familiar with the format of the Grade 9 Assessment of Mathematics, and the types of questions that may be included in the assessment, can refer to the sample test on EQAO’s website.

Since the assessment is aligned with The Ontario Curriculum, which is used for classroom instruction, the Grade 9 Assessment of Mathematics does not require additional preparation.

A framework document that provides a description of the Grade 9 Assessment of Mathematics, including what is assessed and the assessment design, is available on EQAO’s website. The framework also includes an assessment blueprint that shows how many questions students complete from the different strands of the Ontario Grade 9 mathematics curriculum.

Individual Student Reports, or (ISRs) are made available to teachers after the completion of the assessment sessions. Students will receive their report from their teacher to bring home.

The ISRs provide information about each student’s achievement on the assessment. Results of this assessment may be included as part of a student’s final course mark as per the Ministry of Education’s Growing Success: Assessment, Evaluation and Reporting in Ontario Schools (2010) document. This information enables students, parents and guardians and teachers to plan for improvement.

Please visit www.eqao.com to learn more about the Education Quality and Accountability Office.

OSSLT

What to expect on the OSSLT

This video will provide information on what students can expect when participating in the Ontario Secondary School Literacy Test (OSSLT).

Welcome. This video will provide information on what students can expect when participating in the Ontario Secondary School Literacy Test (OSSLT).

The results of all EQAO assessments provide valuable information about Ontario’s education system at the school, school board and provincial levels.

The outcomes also help parents and guardians and educators understand how students are doing in literacy and math.

The information helps policy-makers, researchers and others to support continuous improvement in the school system.

The OSSLT assesses literacy only and will be administered at schools in the fall, and again in the spring. The test is scheduled to take place during the regular school day. Schools have the flexibility to determine when test sessions will be scheduled within the administration periods set by EQAO. 

The test is grounded in the Ontario Curriculum expectations for all subjects that address reading and writing skills up to the end of Grade 9. Students can take the test starting in Grade 10.

Successfully completing the OSSLT, or completing the Ontario Secondary School Literacy Course (known as the OSSLC), is a graduation requirement as established by the government.

For most students, this means successfully completing the OSSLT. 

The test is offered online. Students are required to use a digital device to complete the test in person at their school. Accommodations are available based on student need.

The OSSLT includes two sessions—Session A and Session B. Session A is designed to be completed in approximately 65 minutes, and Session B in approximately 75 minutes. 

At the end of the two test sessions, students complete a voluntary questionnaire that asks them about their attitudes and perceptions with respect to literacy. 

The test is made up of various reading and writing selected-response and open-response questions. There are four different types of reading selections: real-life narrative, information paragraph, news report and dialogue.

There are a variety of question types, such as single-selection, multiple-selection, drag and drop, drop-down menu and checklist questions. Students are also presented with opportunities to write longer answers to open-response questions. 

Each student’s outcome is determined by their answers to the selected-response questions and by the scores achieved on the open-response questions. 

Prior to writing the OSSLT, students can become familiar with the test by taking the practice test on the EQAO website. Teachers can also organize a practice session in class. This will help familiarize them with the online assessment platform. 

Students can try out the built-in tools that will be available during the online test. For example, students can try the highlighter and the eraser. There is also a line reader, a tool for underlining text and a tool for keeping rough notes.

All students can use the test’s built-in tools, such as the zoom-in and zoom-out features, a text-to-speech reader and a high-contrast view. 

Before writing the test, students also have access to a minds-on activity, reminders of test-taking strategies, and relaxation and visualization activities to help them stay calm and focused.

Anyone who would like to become familiar with the format of the OSSLT, and the types of questions that will be asked, can refer to the practice test on EQAO’s website.

The OSSLT does not require additional preparation, as it is aligned with The Ontario Curriculum, which is used for classroom instruction.  

You can find, on our website, the OSSLT framework document, which explains what is assessed on the OSSLT and how the test questions are scored. 

Individual Student Reports are made available to schools following the scoring. Students will receive a report from their school to bring home. 

The Individual Student Report provides the outcome for each student who completed the test. This information enables students, parents and guardians and teachers to plan for improvement.

Please visit www.eqao.com to learn more about the Education Quality and Accountability Office.

Hear from EQAO leaders to learn more about our agency.

CEO Speaks About EQAO

EQAO’s CEO, Dan Koenig, offers valuable insights into EQAO as an agency.

EQAO

CEO Speaks About EQAO Mandate and Mission

In this short video, EQAO CEO Dan Koenig introduces EQAO’s mandate and mission of contributing to the quality of education in Ontario through objective and reliable information gained from student assessments.

Hello, all.

Here at EQAO we are dedicated to enhancing the quality and accountability of the education system in Ontario. Working with the education community, we strive to:

  • ensure our dedicated team of experts are focused on empowering educators, parents, guardians, stakeholders, and the public at large with the insights and information needed to support student learning and improve student outcomes;
  • design and implement a reliable and valid program of assessment.

EQAO reports to the Minister, the public and the education community on assessment and education issues and makes recommendations for improvement.

We are committed to anti-racism, diversity, equity and inclusion throughout our work.

How EQAO Creates Assessments

CEO Speaking About How EQAO Creates Assessments

In this short video, EQAO CEO Dan Koenig explains how EQAO creates and scores its student assessments.

Hello, all.
I would like to share with you how EQAO creates and scores its student assessments. Key components in creating EQAO assessments include consultations with current Ontario educators who research, develop and review every question to be used. The questions are developed in collaboration with experts in measurement from around the world and across the education field.

This ensures that EQAO assessments are valid, fair, equitable and inclusive for all students and remain aligned with the most recent Ontario Curriculum.

EQAO also engages with various groups, such as its

  • Equity, Diversity and Inclusion Committee, Assessment Development Committee and Range Finding Committee—as well as
  • the EQAO Student Engagement Committee, and
  • the Content Development Committee.

You can learn more about these committees’ activities on our website.

I also invite you to try out EQAO’s sample and practice tests, and experience our testing environments for yourself. These tests are available on the EQAO website.

EQAO Mandate and Mission

CEO Speaks About EQAO Mandate and Mission

In this short video, EQAO CEO Dan Koenig introduces EQAO’s mandate and mission of contributing to the quality of education in Ontario through objective and reliable information gained from student assessments.

Hello, all.

Here at EQAO we are dedicated to enhancing the quality and accountability of the education system in Ontario. Working with the education community, we strive to:

  • ensure our dedicated team of experts are focused on empowering educators, parents, guardians, stakeholders, and the public at large with the insights and information needed to support student learning and improve student outcomes;
  • design and implement a reliable and valid program of assessment.

EQAO reports to the Minister, the public and the education community on assessment and education issues and makes recommendations for improvement.

We are committed to anti-racism, diversity, equity and inclusion throughout our work.

Provincial Highlights of all Assessments

CEO Speaks to Provincial Highlights of all Assessments

I am happy to share that with the support of educators and support staff from across the province, more than 600 000 students completed EQAO assessments in during the 2021–2022 school year.

– Dan Koenig, Chief Executive Officer

Hello, all. I am happy to report that the provincial assessment results are now available at eqao.com. For the first time, EQAO is reporting the results of its new digitalized and modernized assessments. And, overall, I am happy to share that with the support of educators and support staff from across the province, more than 600 000 students completed EQAO assessments in Grade 3, Grade 6, Grade 9 and Grade 10/11 during the 2021–2022 school year. 2021–2022 Provincial Highlights demonstrate that coming out of the pandemic:

  • Literacy generally remains stable,
  • while numeracy shows: A decrease in the percentage of students meeting provincial standards.
  • These results show that Ontario has experienced the same pandemic-related impact on achievement as demonstrated in other national and international jurisdictions.

EQAO’s data are an important indicator of student learning, and they add to the available knowledge about how Ontario students are doing. These data also help Ontario’s education sector with improving student achievement and well-being at the individual, school, school board and provincial levels. EQAO data, alongside information from other sources, can strengthen conversations about student learning across the province. I invite you to visit the EQAO website for more detailed information on assessments of data and student questionnaires.

Chair Addresses the Camera

EQAO’s chair, Dr. Cameron Montgomery, explains the history, mandate and priorities of our agency.

Governance of EQAO

Chair addresses the camera—Governance of EQAO

In this video, EQAO Chair, Dr. Cameron Montgomery, talks about the establishment of the agency and explains its governance. In other words, you will learn more about EQAO’s structural composition and how the agency operates.

For additional information, please visit About EQAO.

– Dan Koenig, Chief Executive Officer

Hello. I’m Cameron Montgomery and I am the chair of EQAO’s board of directors.

The Education Quality and Accountability Office, or EQAO, is an agency of the government of Ontario governed by board members.

Like other governmental agencies, EQAO has a board of directors that provides strategic direction and oversight to the agency.

All the members of EQAO’s board of directors, including myself as Chair, are appointed by the Lieutenant Governor in Council.

EQAO’s board-member appointment process follows the guidelines established by the Education Quality and Accountability Office Act of 1996, commonly known as the EQAO Act, and the Public Appointments Secretariat.

EQAO’s board of directors consists of Ontarians who have skills, knowledge, experience or background in various fields.
Our board of directors reflects the diversity of our province and of the Ontario Public Service.

Some of the key responsibilities of the board of directors are establishing the agency’s strategic priorities and approving its business plan, financial statements and annual report, in accordance with the Agencies and Appointments Directive.

The board’s connection to EQAO’s everyday operations and activities is through the chief executive officer, who is also appointed by the Lieutenant Governor in Council.

EQAO’s chief executive officer manages the agency and its day-to-day operations, such as its large-scale assessment program, and also supervises the agency’s staff.

The chief executive officer reports directly to the board of directors.

EQAO as an agency always operates under the direction that is set out in the EQAO Act, the Memorandum of Understanding between the Minister of Education and the agency, and all applicable agency directives that are set out by the Management Board of Cabinet.

I invite you to visit EQAO’s website, as it serves as a central source of information about the agency.

Governance of EQAO

Chair addresses the camera—Mandate and Use of EQAO Assessments

In this video, EQAO Chair, Dr. Cameron Montgomery, explains how EQAO’s mandate contributes to the quality of education in Ontario through the agency’s assessments and recommendations. He also talks about how the agency was created.

For additional information, please visit About EQAO.

Hello. I’m Cameron Montgomery and I am the chair of EQAO’s board of directors.

Did you know that the Education Quality and Accountability Office, commonly known as EQAO, was established in 1996 following a recommendation of the Ontario Royal Commission on Learning?

After consulting extensively with Ontarians and the education community, the Commission concluded that province-wide assessments would help address the desire among Ontarians for greater quality and accountability in the publicly funded education system.

EQAO’s large-scale assessments are always based on the current Ontario curriculum, and they are administered to students at key stages of their education journey.

The results of EQAO assessments, what we also call assessment data, provide evidence-based information that is used for improvement at the individual, school, school board and provincial levels.

That means EQAO assessment data help to support parents and guardians in better understanding how their children are doing throughout their learning journey.

EQAO assessment data is also a piece of the puzzle that helps teachers and educators as they develop specific improvement plans in their local schools.

And EQAO assessment data can support policy-makers as they determine how best to strengthen student outcomes across the province.

Throughout the year, EQAO staff host live virtual webinars aimed at educators and teachers, and at parents and guardians, about the agency’s assessment program and how to use assessment data efficiently.

I invite you to visit EQAO’s website for more information about EQAO’s mandate and activities or contact the agency at [email protected].

Digitalization and Modernization at EQAO

Chair addresses the camera—Digitalization and Modernization at EQAO

In this video, EQAO’s Chair, Dr. Cameron Montgomery, talks about the process of digitalization and modernization of the agency’s assessments and shows their benefits over paper-based testing.

Hello. I’m Cameron Montgomery and I am the chair of EQAO’s board of directors.
At EQAO, we aim to support student learning through large-scale assessments that reflect the education community of today.

The agency strives to continually improve to promote positive student outcomes across the province.

That is why, for several years, EQAO has been on a path of modernizing its operations and digitalizing its assessment program.

EQAO’s modernization is a multi-faceted and multi-year initiative that focuses on five distinct areas.

These areas are:

  • large‐scale assessments,
  • reporting of results,
  • research,
  • engagement with Ontarians and
  • supporting equity, diversity and inclusion in education.

Part of EQAO’s modernization is digitalizing our assessments.
Digital assessments, available online, offer several benefits over paper-based testing for our stakeholders and our partners.

For instance, digital assessments reflect the modern education experience of students today.

Digital assessments increase administration scheduling flexibility for schools and school boards throughout the entire school year and offer more timely feedback to educators, and to parents and guardians, on how students are doing.

Digital assessments also address accessibility, equity, diversity and inclusion much more effectively.

You can view and try out on our website EQAO’s online sample and practice tests for each of our large-scale assessments.

I invite you to navigate EQAO’s website for more information about EQAO’s digitalization and modernization, and to learn more about the agency’s assessment program.

And if you would like to reach out to us, you can e-mail us at [email protected] or call our Information Centre at 1-888-327-7377.

Ontario students share their thoughts and ideas and offer advice.

You’ve Got This!

Hear some inspiring words from our student engagement committee members.

Ahastan, EQAO Student Engagement Committee member

You Got This!

Ahastan, Central Region, Grade 11 (2021–2022)

This video features Ahastan, 2021–2022 EQAO Student Engagement Committee member, giving words of encouragement and advice to other students taking the tests.

Remember, the result you get on this assessment does not define who you are. Instead, it’s the start of learning something new. You got this!

Diana, EQAO Student Engagement Committee member

You’ve Got This!

Diana, East Region, Grade 10 (2021–2022)

This video features Diana, 2021–2022 EQAO Student Engagement Committee member, giving words of encouragement and advice to other students taking the tests.

Hello, all.
I would like to share with you how EQAO creates and scores its student assessments. Key components in creating EQAO assessments include consultations with current Ontario educators who research, develop and review every question to be used. The questions are developed in collaboration with experts in measurement from around the world and across the education field.

Jack, EQAO Student Engagement Committee member

You’ve Got This!

Jack, West Region, Grade 11 (2021–2022)

This video features Jack, 2021–2022 EQAO Student Engagement Committee member, giving words of encouragement and advice to other students taking the tests.

Hey, secondary students! You’ve got this. You have done this before in elementary school. You’ll be fine. You know the information. You’ll be perfectly fine. Don’t worry. Take a deep breath, and good luck!

Karanjot, EQAO Student Engagement Committee member

You’ve Got This!

Karanjot, Central Region, Grade 12 (2021–2022)

This video features Karanjot, 2021–2022 EQAO Student Engagement Committee member, giving words of encouragement and advice to other students taking the tests.

To all students taking part in the EQAO test: try your best, do not stress about it and good luck!

Kassandra, EQAO Student Engagement Committee member

You Got This!

Kassandra, East Region, Grade 12 (2021–2022)

This video features Kassandra, 2021–2022 EQAO Student Engagement Committee member, giving words of encouragement and advice to other students taking the tests.

I hope you slept well last night. Do not be afraid; success will find you. Be calm; stay focused and everything will be fine. Good luck to you all, and I wish you great success!

Liam, EQAO Student Engagement Committee member

You’ve Got This!

Liam, West Region, Grade 9 (2021–2022)

This video features Liam, 2021–2022 EQAO Student Engagement Committee member, giving words of encouragement and advice to other students taking the tests.

A good tip to remember while you’re taking the test is to stay calm, because it turns out, you can’t think if you’re not calm.

Vandy, EQAO Student Engagement Committee member

You’ve Got This!

Vandy, Central Region, Grade 12 (2021–2022)

This video features Vandy, 2021–2022 EQAO Student Engagement Committee member, giving words of encouragement and advice to other students taking the tests.

I know you may be nervous to write your test, but try to see this as an opportunity to apply and demonstrate all the amazing skills that you’ve learned through the years. Your peers are rooting for you. Your teachers are rooting for you. We’re rooting for you, and we believe in you. Good luck!

Student Voices

Listen to what students have to say about their experience within Ontario’s school system.

An Understanding Teacher

Student Voices: An Understanding Teacher

What engages students in school and learning?

In 2018, EQAO asked 120 Ontario students to share their opinions and experiences concerning school and learning.

An Understanding Teacher

What engages students in school and learning?

In 2018, EQAO asked 120 Ontario students to share their opinions and experiences concerning school and learning.

What engages students in school and learning? In 2018, EQAO asked 120 Ontario students to share their opinions and experiences concerning school and learning.

Elementary school student from the Central Region: “I want my next year’s teacher to know my name, and I have a sister. I want them to know that because I think names are special to everyone, and I love my sister because she’s part of my family.”

Elementary school student from the East Region: “I would like my teacher next year to know that I am a good reader and that she gives me good books.”

Elementary school student from the Northeast Region: “I would like my teacher next year to know that I like to do math, but when you do math with a timer, I don’t like it. Because I like taking my time with work because I like to succeed more than not to succeed.”

Elementary school student from the East Region: “I want my next year’s teacher to know about me that I love math, I even want more homework. I want to improve on my writing, too.”

Elementary school student from the Toronto Region: “That I am autonomous. I would like her to know my strengths and weaknesses, because I believe it is important so that she can teach me more.”

Elementary school student from the Central Region: “I want next year’s teacher to know about me that I really like working with other people and I like being a leader. And also, I really like how you can experiment with different people’s skills. I also really like using technology with my learning.”

A Caring School Climate

Student Voices: A Caring School Climate

What engages students in school and learning?

In 2018, EQAO asked 120 Ontario students to share their opinions and experiences concerning school and learning.

A Caring School Climate

“What engages students in school and learning?”

In 2018, EQAO asked 120 Ontario students to share their opinions and experiences concerning school and learning.

What engages students in school and learning? In 2018, EQAO asked 120 Ontario students to share their opinions and experiences concerning school and learning.

Elementary school student from the East Region: “What I love about school is the nice friends and teachers that I’ve made. And they take care of us and they say we can do anything if we put our minds to it.”

Elementary school student from the Toronto Region: “That I have friends… / That you have friends…/ And playing, and when I read books at the library house.”

Elementary school student from the East Region: “Our school is a very great place. All of the people are very kind, loving, and caring.

Elementary school student from the East Region: “What I like most about school is that all my friends are with me. I like it when my friends are with me, because I think it’s more fun to do group work.”

Elementary school student from the Central Region: “I love about school is that my friends again because they always stand up for me and they always play with me outside so I’m not lonely.”

Elementary school student from the Central Region: “I’m hopeful that all the teachers are interactive with the students, which gives me hope that even if kids aren’t as bright as other kids, they have the help that they need.”

Elementary school student from the Toronto Region: “Right now I have a pretty cool but also serious teacher who is always ready to help you. And what makes her always ready and always fun? Because the teacher’s tone or attitude can change the interest in the subject.”

Elementary school student from the Central Region: “I think that we do a lot of inclusiveness and we also have different aspects. We incorporate collaboration and all these, not just education and academics, but we also have participation and all these other aspects that make our school really fun and it’s a great place to be.”

Elementary school student from the West Region: “I think that they feel more safe in this school because we have all these anti-bullying things going on, so they’re not afraid to be themselves and answer questions and take more risks.”

Elementary school student from the East Region: “I think the teachers are really nice. They will always help you if you have difficulties and if you feel uncomfortable.”

Secondary school student from the West Region: “About school, I really like the community that I have with my friends that I’ve made, and how it’s really diverse, and I can learn new things about people, and that I’m accepted as well because everyone else wants to be, because we’re all different. And having the community of the First Nations kids that I can relate to and I spend a lot of time with because I’m familiar with them that it just makes me really comfortable to have that at my school.”

Secondary school student from the East Region: “The personality of the teachers and staff around me, since when they are passionate, I am encouraged to learn better.”

Secondary school student from the East Region: “In my opinion, what gives students hope is that there are always new activities, and teachers are always trying to make student learning more interactive and to have group discussions and to really include everyone in everything that happens in our school.”

Secondary school student from the Central Region: “Okay. Well, at my school, there are many opportunities, many cool classes, like language courses. For one, I took Spanish this semester, which was a very cool experience. I’m looking forward to taking German next year, so there are lots of opportunities here at my school, and I think the way it’s set up here, kids have a very good chance of being successful in life, because you can go into acting, you can become an architect, you can become an automotive engineer. Opportunities and jobs are endless.”

Secondary school student from the Northeast Region: “What do I like best about school? The teachers are, like, open to everybody; you can ask questions. It’s always better when there’s a teacher who will answer openly; you’re not embarrassed, like, to ask him questions.”

For more information about EQAO, visit www.eqao.com.

Growing Needs for Independence, Flexibility and Choice

Student Voices: Growing Needs for Independence, Flexibility and Choice

What engages students in school and learning?

In 2018, EQAO asked 120 Ontario students to share their opinions and experiences concerning school and learning.

Growing Needs for Independence, Flexibility and Choice

“What engages students in school and learning?”

In 2018, EQAO asked 120 Ontario students to share their opinions and experiences concerning school and learning.

What engages students in school and learning? In 2018, EQAO asked 120 Ontario students to share their opinions and experiences concerning school and learning.

Elementary school student from the Central Region: “I did my best learning when I’m working with my friends because we know a lot about each other. And, it’s more better working with someone you know well, than working with someone you don’t really know.”

Elementary school student from the East Region: “I learn best when I like what I learn very much. Like mathematics, I like it. So I learn very well when I like the subject and when I am good.”

Elementary school student from the East Region: “I would change to make it clean so people don’t trip over stuff, and making it quiet so you can talk to your partner if they can help you, and so you can concentrate on your work.”

Elementary school student from the Toronto Region: “It’s completely silent in the classroom. /Why?/ Because sometimes it’s easier to focus on my work.”
Elementary school student from the East Region: “I learn best when someone is there to see if I make mistakes or if I forget things, because that way I will remember and not make those kinds of mistakes again.”

Elementary school student from the East Region: “I wish we could work more with computers or on the carpet because – I like it because I can sit with my friends, and I like working with technology.”

Elementary school student from the East Region: “In one of my classes, we have this thing called a flexible learning space, which I like and enjoy, and I wish that could be in all of my classes, every class I go to.”

Elementary school student from the East Region: “The more opportunities, the merrier. The more schools provide opportunities, the more that learning would improve. Not just in me, but in other students.”

Elementary school student from the Toronto Region: “I learn best when Madame explains – not for too long, because then I don’t understand. So she has to explain a little bit and then I try it for myself.”

Elementary school student from the Central Region: “I do my best learning when I’m with people who encourage me because encouragement from your peers is everything. People often aren’t able to do things alone, but when they’re with each other, they can actually strive and they can push themselves to do better. So when I’m with my friends, I feel like I can do anything.”

Secondary school student from the Northeast Region: “If I had more self-directed classes, I could progress at my own pace and I think it would help me a lot in school.”

Secondary school student from the Central Region: “I think increasing the amount of interactive activities we do in class would definitely help me learn better. For example, in calculus class we were given metal rods to play with to kind of visualize what a 3D line would look like in a 3D plane. And this helped us understand the fundamentals behind algebraic vectors, which later helped us understand the applications of it.”

Secondary school student from the West Region: “What I would change to make it better is just keeping the class, like, interactive, so we aren’t just like sitting there for … What is it? 6, 75 minutes and just listening to a teacher talk, but have a big group discussion and to have basically an answer to our question, which will lead to an even bigger question, and on and on.”

Secondary school student from the Toronto Region: “What I would change in the learning environment for the school to offer us more opportunities and more field trips, because I believe that when we learn information from specialists – for example, if we can go to city hall to learn about the policies and administration of our city.”

Secondary school student from the East Region: “I learn best when the teacher is aware of my learning style, my work speed, and my needs as a student and as an individual who wants to learn. It is when this dynamic, this synergy between teacher and student has really been fully explored, has been completely perfected, this is where I learn best and this is where I am most productive in the classroom.”

Secondary school student from the Central Region: “I think the biggest thing is I would like to hear a variety of student voice. A lot of our student voice comes from academic students who are highly involved. I’d like to hear from students who maybe don’t enjoy school or have troubles at school, and I would like to hear their reasoning.”

For more information about EQAO, visit www.eqao.com.

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