Assessment in Saskatchewan: Examining Provincial Approaches to Contemporary Assessment Principles through School Division Administrative Policies
Mots-clés :
provincial , contemporary assessment principles, administrative policies, policy analysisRésumé
In Saskatchewan, school divisions have been largely tasked with creating classroom-based assessment policy as, until very recently, the province lacked a current, Ministry-produced guiding document. Using an inductive and qualitative approach to summative content analysis, informed by a policy analysis framework, this project focused on school division administrative policies (n=26) to ascertain their alignment with contemporary assessment principles. Three principles—standards-based assessment, reliability and validity, and fairness and equity—and seven sub-principles—ongoing/continuous, transparent, (involves) stakeholders, (excludes) extraneous/arbitrary factors, triangulation, differentiation, and inclusion—served as the focus of analysis, with particular attention given to how clearly and consistently principles were addressed.
Références
Alonzo, A. (2020). Defining trustworthiness for teachers’ multiple uses of classroom assessment results. In S. M. Brookhart & J. McMillan (Eds.), Classroom assessment and educational measurement (pp. 120–145). Routledge. https://doi.org/10.4324/9780429507533
Balicki, C. (2016). Teacher perceptions (K-8) of data-driven decision making processes: A case study of one urban Saskatchewan school district. [Unpublished Master’s thesis]. University of Saskatchewan.
Basterra, M. del R., Trumbull, E., & Solano-Flores, G. (2010). Cultural validity in assessment: Addressing linguistic and cultural diversity. Routledge.
Belisle, M. (2012). Maintaining the “achievement gap”: How the discourses of wide-scale assessments marginalize students and preserve the educational status quo. [Unpublished doctoral dissertation]. University of Regina.
Birenbaum, M. (2016). Assessment culture versus testing culture: The impact on assessment for learning. In D. Laveault & L. Allal (Eds.), Assessment for learning: Meeting the challenge of implementation (pp. 275–292). Springer. https://doi.org/10.1007/978-3-319-39211-0_16
Black, P., & Wiliam, D. (2012). The reliability of assessments. In J. Gardner (Ed.), Assessment and learning (pp. 243–263). Sage Publications, Inc. https://dx.doi.org/10.4135/9781446250808
Brookhart, S. M. (2004). Classroom assessment: Tensions and intersections in theory and practice. Teachers College Record, 106(3), 429-458.
Brookhart, S. M. (2015). Graded achievement, tested achievement, and validity. Educational Assessment, 20(4), 268-296. https://doi.org/10.1080/10627197.2015.1093928
Brookhart, S. M., Guskey, T. R., Bowers, A. J., McMillan, J. H., Smith, J. K., Smith, L. F., Stevens, M. T., & Welsh, M. E. (2016). A century of grading research: Meaning and value in the most common educational measure. Review of Educational Research, 86(4), 803-848. https://doi.org/10.3102/0034654316672069
Brown, G. T. L. (2004). Teachers’ conceptions of assessment: Implications for policy and professional development. Assessment in Education: Principles, Policy and Practice, 11(3), 301-318. https://doi.org/10.1080/0969594042000304609
Brown, S., Race, P., & Smith, B. (2004). 500 tips on assessment. Routledge.
Buckley-Walker, K., & Lipscombe, K. (2021). Validity and the design of classroom assessment in teacher teams. Australian Educational Researcher, 49(2), 425–444. https://doi.org/10.1007/s13384-021-00437-9
Buhagiar, M. A. (2007). Classroom assessment within the alternative assessment paradigm: Revisiting the territory. Curriculum Journal, 18(1), 39–56. https://doi.org/10.1080/09585170701292174
Campbell, C. (2013). Research on teacher competency in classroom assessment. In J. McMillan (Ed.), SAGE Handbook of research on classroom assessment (pp. 71–84). Sage Publications, Inc.
Cooper, D. (2007). Talk about assessment: Strategies to improve learning. Nelson.
Davies, A. (2020). Making classroom assessment work (4th ed.). Connect 2 Learning.
De Lisle, J. (2016). Unravelling continuous assessment practice: Policy implications for teachers’ work and professional learning. Studies in Educational Evaluation, 50, 33–45. https://doi.org/10.1016/j.stueduc.2016.06.004
DeLuca, C., Braund, H., Valiquette, A., & Cheng, L. (2017). Grading policies and practices in Canada: A landscape study. Canadian Journal of Educational Administration and Policy, 184, 4–22.
Deluca, C., & Klinger, D. (2010). Assessment literacy development: Identifying gaps in teacher candidates’ learning. Assessment in Education: Principles, Policy & Practice, 17(4), 419-438.
Desimone, L. (2002). How can comprehensive school reform models be successfully
implemented? Review of Educational Research, 72(3), 433-479.
Desimone, L., Smith, T., Hayes, S., & Frisvold, D. (2005). Beyond accountability and average mathematics scores: Relating state education policy attributes to cognitive achievement domains. Educational Measurement: Issues and Practice, 24(4), 5-18.
Elwood, J., & Lundy, L. (2010). Revisioning assessment through a children’s rights approach: Implications for policy, process and practice. Research Papers in Education, 25(3), 335-353. https://doi.org/10.1080/02671522.2010.498150
Forman, J., & Damschroder, L. (glish). Qualitative content analysis. In L. Jacoby & L. Siminoff (Eds.), Empirical methods for bioethics: A primer (pp. 39-62). Elsevier.
Government of Saskatchewan. (2022a). Provincial exams. https://www.saskatchewan.ca/residents/education-and-learning/departmental-exams
Government of Saskatchewan. (2022b). Student assessment. https://www.saskatchewan.ca/residents/education-and-learning/prek-12-education-early-learning-and-schools/student-assessment
Guskey, T. R. (2009a). Grading policies that work against standards...and how to fix them. In T. R. Guskey (Ed.), Practical solutions for serious problems in standards-based grading (pp. 9–26). Corwin Press.
Guskey, T. R. (Ed.). (2009b). Practical solutions for serious problems in standards-based grading. Corwin Press.
Hébert C. & LeNouail, K. (in press). “Beg, Borrow, and Steal”: School Division Perspectives of Assessment Policy Creation in Saskatchewan. Alberta Journal of Educational Research.
Hellsten, L. M., Noonan, B., Preston, J. P., & Prytula, M. P. (2013). Principals’ perceptions of assessment leadership: A study of the assessment practices of school principals in Saskatchewan (Canada). International Studies in Educational Administration, 40(3), 57-75.
Heritage, M. (2013). Gathering evidence of student understanding. In J. McMillan (Ed.), SAGE Handbook of research on classroom assessment (pp. 179–196). Sage Publications, Inc.
Hsieh, H., & Shannon, S. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(1277), 1277-1288.
Jung, L. A. (2009). The challenges of grading and reporting in special education: An inclusive grading model. In T. R. Guskey (Ed.), Practical solutions for serious problems in standards-based grading (pp. 27–40). Corwin Press.
Kane, M., & Wools, S. (2020). Perspectives on the validity of classroom assessment. In S. M. Brookhart & J. H. McMillan (Eds.), Classroom assessment and educational measurement (pp. 11–26). Routledge. https://doi.org/10.4324/9780429507533
Kelly, D. M., & Brandes, G. M. (2008). Equitable classroom assessment: Promoting self-development and self-determination. Interchange, 39(1), 49-76. https://doi.org/10.1007/s10780-008-9041-8
Koh, K., DePass, C., & Steel, S. (2019). Developing teachers’ assessment literacy: A tapestry of ideas and inquiries. Brill. https://doi.org/10.1163/9789004385672
Kondracki, N., Wellman, N., & Amundson, D. (2002). Content analysis: Review of methods and their applications in nutrition education. Journal of Nutrition Education and Behavior, 34(4), 224-230.
McDonough, K. (2005). A framework for the development of school division operational
policies and procedures.
https://saskschoolboards.ca/wp-content/uploads/2015/08/05-04.pdf
McMillan, J. (2007). Classroom assessment: Principles and practice for effective standards-based instruction. Pearson Education Inc.
O’Connor, K. (2011). A repair kit for grading: 15 fixes for broken grades (2nd ed.). Pearson Education Inc.
O’Connor, K. (2018). How to grade for learning: Linking grades to standards (4th ed.). Corwin Press.
Ontario Ministry of Education. (2010). Growing success: Assessment, evaluation, and reporting in Ontario schools. https://www.edu.gov.on.ca/eng/policyfunding/growsuccess.pdf
Parkes, J. (2013). Reliability in classroom assessment. In J. McMillan (Ed.), SAGE Handbook of research on classroom assessment (pp. 107–125). Sage Publications, Inc.
Patterson, J. A., Campbell, J. K., Johnson, D. M., Marx, G., & Whitener, M. (2013). Using
policy attributes theory to examine comprehensive school reform implementation in two Title I middle schools. Planning and Changing, 44(1/2), 36-55.
Pellegrino, J., & Wilson, M. (2015). Assessment of complex cognition: Commentary on the design and validation of assessments. Theory Into Practice, 54(3), 263-273.
Popham, J. (2005). Classroom assessment: What teachers need to know (4th ed.). Pearson Education Inc.
Porter, A. C. (1994). National standards and school improvement in the 1990s: Issues and
promise. American Journal of Education, 102(4), 421-449.
Rasooli, A., Zandi, H., & DeLuca, C. (2019). Conceptualising fairness in classroom assessment: exploring the value of organisational justice theory. Assessment in Education: Principles, Policy and Practice, 26(5), 584-611. https://doi.org/10.1080/0969594X.2019.1593105
Saskatchewan Ministry of Education. (1991). Student evaluation: A teacher handbook. https://search.ebscohost.com/login.aspx?direct=true&db=eric&AN=ED351296&site=ehost-live
Saskatchewan Ministry of Education. (2010). Renewed curricula: Understanding outcomes. https://pubsaskdev.blob.core.windows.net/pubsask-prod/72117/72117-Renewed_Curricula.pdf
Saskatchewan Ministry of Education. (2022a). K-12 school divisions in Saskatchewan. https://www.saskatchewan.ca/residents/education-and-learning/prek-12-education-early-learning-and-schools/k-12-school-divisions-in-saskatchewan#public
Saskatchewan Ministry of Education. (2022b). Supporting student assessment in Saskatchewan. https://www.edonline.sk.ca/bbcswebdav/pid-721379-dt-content-rid-10768730_1/xid-10768730_1
Saskatchewan Ministry of Education. (2022c). Supporting students with additional needs. https://www.saskatchewan.ca/residents/education-and-learning/prek-12-education-early-learning-and-schools/supporting-students-with-additional-needs#inclusion-and-intevention-plans
Simon, M., Chitpin, S., & Yahya, R. (2010). Pre-service teachers’ thinking about student assessment issues. International Journal of Education, 2(2), 1-20.
Solano-Flores, G. (2010). Assessing the cultural validity of assessment practices: An introduction. In M. del R. Basterra, E. Trumbull, & G. Solano-Flores (Eds.), Cultural validity in assessment: Addressing linguistic and cultural diversity (pp. 3–21). Routledge.
Stobart, G. (2012). Validity in formative assessment. In J. Gardner (Ed.), Assessment and learning (pp. 233–242). Sage Publications, Inc.
Sunwest School Division (2022). Assessment process. https://resourcebank.ca/hubs/Assessment
Government of Saskatchewan. (2017, September 1). The School Division Administration Regulations being Chapter E-0.2 Reg 26 as amended by Saskatchewan Regulations 27/2018. https://pubsaskdev.blob.core.windows.net/pubsask-prod/104103/E0-2r26.pdf
Tierney, R. D. (2013). Fairness in classroom assessment. In J. McMillan (Ed.), SAGE Handbook of research on classroom assessment (pp. 125–144). Sage Publications, Inc.
Tomlinson, C. A., & Moon, T. (2013). Assessment and student success in a differentiated classroom. ASCD. https://files.ascd.org/staticfiles/ascd/pdf/siteASCD/publications/assessment-and-di-whitepaper.pdf
Xu, Y., & Brown, G. T. L. (2016). Teacher assessment literacy in practice: A reconceptualization. Teaching and Teacher Education, 58, 149–162. https://doi.org/10.1016/j.tate.2016.05.010
Téléchargements
Publié-e
Numéro
Rubrique
Licence
(c) Tous droits réservés Cristyne Hebert, Kent LeNouail 2023
Cette œuvre est sous licence Creative Commons Attribution 4.0 International.
Les auteurs dont les articles sont publiés dans la Revue acceptent les conditions suivantes :
-
Les auteurs conservent leurs droits d’auteur et accordent à la Revue un droit de première publication, les travaux faisant en même temps l’objet d’une licence d'attribution Creative Commons autorisant d’autres parties à diffuser les travaux, sous réserve d’une mention de l’auteur et de la publication initiale dans la RCAPE.
-
Il est permis aux auteurs de conclure des ententes contractuelles distinctes additionnelles en vue de la diffusion non exclusive de la version de travaux parus dans la Revue (p. ex. pour enregistrement dans un dépôt institutionnel ou inclusion dans un ouvrage), à la condition d’inclure une mention de la parution initiale dans la RCAPE.
-
Les auteurs sont autorisés et encouragés à faire paraître leurs travaux en ligne (p. ex. dans des dépôts institutionnels ou dans leurs sites Web) avant et pendant le processus d’évaluation, ce qui peut déboucher sur des échanges productifs et favoriser et faire que les travaux publiés soient cités plus tôt et plus fréquemment
