Real Learning Firstpeople.ucalgary.ca/~cwebber/ASAS/Real_Learning_First.pdfpr nc ples regard ng student assessment, student evaluat on and educat onal ... Curr culum development and

Real Learning FirstThe Teaching Profession’s View of Student Assessment, Evaluation and Accountability

“Not everything that counts can be counted, and not everything that

can be counted counts.”

—Albert Einstein

Issues in Education, Number 5

Real Learning First �

Contents

Introduction ...............................................................1

The purpose of student evaluation .........................3

Fairness to students ................................................5

Student achievement ...............................................6

The role of teachers .................................................7

Provincial achievement testing ............................. 11

Diploma examination programs ............................15

Public reporting of provincial test results ...........18

Emerging issues and the role of the Department of Education .......................................20

On educational accountability .............................22

A time for change. A time for action. ....................24

Resources and references .....................................28

�� Real Learning First


Introduction

Albertateachersarecomm�ttedprofess�onalswhov�eweducat�onalaccountab�l�ty asan�mportantopportun�tyto�mprovelearn�ngopportun�t�esforstudents.

Teachersusemult�plesourcesof�nformat�ontoprov�defortheongo�ngassessment,evaluat�onandreport�ngofstudentprogress.Thepurposeofth�spubl�cat�on�stoengageteachers�naconversat�onaboutthew�derangeofpol�c�esandpr�nc�plesthatAlberta’steach�ngprofess�onhasdevelopedtoensurethatAlbertastudentsarewell-servedbythepubl�ceducat�onsystem.

Asyourev�ewth�sdocument,cons�derafew�ssuesthatw�llhelpyoureflectonyourownpract�ce,andst�mulateconversat�onw�thprofess�onalcolleaguesandyourschoolcommun�ty.

•Towhatdegreehavestudentassessment,evaluat�onandreport�ngpract�ces�nyourschool�mprovedyour�nstruct�onalpract�ce?

•Dothecurrentschool,jur�sd�ct�onand/orprov�nc�alpol�c�esreflecttheprofess�on’spr�nc�plesregard�ngstudentassessment,studentevaluat�onandeducat�onalaccountab�l�ty?

•Aftercons�der�ngthe�nformat�onandperspect�vesprov�ded�nth�spubl�cat�on,whatact�onsm�ghtteachers�nyourschoolorjur�sd�ct�ontaketosupportsoundassessment,evaluat�onandaccountab�l�ty?Whatact�onsm�ghtyourAssoc�at�onandtheprov�nc�algovernmentbeencouragedtotake?

Engaging teachers in conversation

� Real Learning First


The purpose of student evaluation

To support student learning

Thepr�marypurposeofstudentassessmentandevaluat�on�stosupportstudentlearn�ng.

Studentevaluat�on�san�ntegralpartoftheteach�ngandlearn�ngprocess.Studentsneedt�mely,construct�vefeedbackthatsupportsthe�rlearn�ng.It�ssomet�meshelpfultov�ewtheevaluat�onthatteachersdo�ntwoways:format�veandsummat�ve.Inaformat�veevaluat�on(assessmentforlearn�ng),teachersuse�nformat�onaboutstudentach�evementtomon�torprogressandplanfurther�nstruct�on.Inasummat�veevaluat�on(assessmentoflearn�ng),teachersmakejudgmentsaboutstudentach�evementatthecomplet�onofthelearn�ngprocess.Teachersusetheresultsofsummat�veevaluat�ontodeterm�nefinalgrades.

Curr�culumdevelopmentandstudentevaluat�onarecloselyl�nked.Thedes�gnofcurr�culumhaschangedmanyt�mesovertheyears.Thecurrentcurr�culum�swr�ttenus�ngoutcomestatementsthatdescr�bewhatthestudentshouldknowandbeabletodoasaresultof�nstruct�onandlearn�ngact�v�t�es.Theresulthasbeenan�ncreasedemphas�sonmeasurementandaccountab�l�ty.Teachersrecogn�zethatmanylearn�ngoutcomes,suchastheappl�cat�onofcr�t�calproblemsolv�ng�nsc�enceandanapprec�at�onformus�c,cannotbemeasuredus�ngtrad�t�onalpenc�l-and-papertechn�ques.TheAlbertaTeachers’Assoc�at�on(ATA)�sopposedtoaprov�nc�altest�ngprogramthatemphas�zeseasy-to-evaluateknowledgeattheexpenseofmore-d�fficult-to-evaluatelearn�ng.

ATA Policy

1.A.27TheAlbertaTeachers’Assoc�at�onopposesresults-basedcurr�culumthat�.g�vesevaluat�onah�gherpr�or�tythan�nstruct�on,�.l�m�ts�tsfocustoach�evementthatcanbeobservedandmeasured,�.leadstotheassessmentofteach�ngpract�cebasedlargelyonstudentach�evementscorestotheneglectofothercons�derat�onsand4.leadstoafocusonlyonoutcomesratherthaneducat�onalprocesses.[�99�/96/98]

1.A.31Studentevaluat�onhas,as�tspr�maryfunct�on,fac�l�tat�ngtheteach�ng/learn�ngprocessand,as�tssecondaryfunct�ons,measur�ngtheeffect�venessofthecurr�culumand�ts�mplementat�onandrecord�ngcerta�naspectsofstudentach�evement.[�979/88/98]

1.B.24BEITRESOLVED,thattheAlbertaTeachers’Assoc�at�onworkw�ththeDepartmentofEducat�ontoensurethatallcurr�culumcomm�tteeshaveappropr�ateAssoc�at�onrepresentat�on.[�007]

Students need constructive feedback

4 Real Learning First

Fair and appropriate assessments and practicesStudentassessmentandevaluat�onpract�cesmustbefa�randappropr�atetothe

learn�ngneedsofthestudent.Teachersuseavar�etyofevaluat�onpract�cestodeterm�nestudentach�evement,

�nclud�ngperformanceassessments,projects,wr�ttenwork,demonstrat�ons,portfol�os,observat�onsandexam�nat�ons.Teachersusedatafrommult�pleassessmentsoveraper�odoft�metomakejudgmentsaboutstudentgrowth,developmentandlearn�ng.

Goodevaluat�onpract�cesareappropr�ateforthestudent,matchcurr�culumcontentandarecons�stentw�ththePrinciples of Fair Student Assessment Practices for Education in Canada (�99�),developedbyanat�onalwork�nggroupandendorsedbyanumberofprofess�onalorgan�zat�ons,�nclud�ngtheCanad�anTeachers’Federat�onandtheCanad�anAssoc�at�onofSchoolAdm�n�strators.Th�sdocumentcanbev�ewedatwww.educat�on.ualberta.ca/educ/psych/crame/research.html.Forapr�nc�plednat�onalperspect�veonaccountab�l�ty,consulttheCanad�anTeachers’Federat�onwebs�te(www.ctf-fce.ca).

ATA Policy

1.A.29Proceduresusedtoevaluatestudentach�evementmustbedes�gnedsothatthey�.arefa�r,justandequ�table;�.mot�vatestudents;�.�nst�llconfidence�nstudents’ab�l�t�estolearnandtosucceed;4.testavar�etyofsk�llsandlevelsofsk�lls;and5.arecons�stentw�ththePr�nc�plesofFa�rStudentAssessmentPract�cesforEducat�on�nCanada.[�979/88/98]

“We need to remind ourselves that the function of schools is broader and deeper [than high test scores] and that what really counts is what people do with their lives when they can choose to do what they want to do. In fact, I would argue that the major aim of schooling is to enable students to become the architects of their own education so that they can invent themselves during the course of their lives.”

–Elliot Eisner

Student-appropriate evaluations

Real Learning First 5

Fairness to students

Providing learning opportunities

Studentsmustbeevaluatedonthecurr�culumtheyhavebeentaught.Formoststudents,thatcurr�culum�stheregularprogramofstud�es;however,somestudents

aretaughtad�fferentcurr�culummoresu�tedtothe�r�nd�v�dualneeds.Studentsw�thspec�alneedshavean�nd�v�dualprogramplan(IPP)thatoutl�nesthe�rcogn�t�ve,soc�alandfunct�onallearn�ngoutcomesbasedontheprogramofstud�es.Butsomestudents,suchasEngl�shasasecondlanguagestudentsandstudentsw�thspec�alneeds,areonamod�fiedregularcurr�culumbecausetheyrequ�remoret�meforlearn�ngandthereforemaynotcompletetheprogramofstud�esatthesamerateasotherstudents.

Classroomteachersdes�gnstudentevaluat�onbasedonthecurr�culumthatstudentshavebeentaught.It�sunfa�randuneth�calforteacherstoevaluatestudentsonmater�altheyhavenothadtheopportun�tytolearn.StudentsonIPPsbasedonad�fferentgradelevel�nmod�fiedprogramsshouldnotbeevaluatedontheregularprogramofstud�es,norshouldtheyberequ�redtowr�tetheprov�nc�alach�evementtestsbasedonmater�altheyhavenothadtheopportun�tytolearn.

ATA Policy

1.A.32Proceduresusedtoevaluatestudentach�evementmustbebasedontheobject�vesand�mplementat�onofthecurr�culum.[�967/7�/79/88/98]

1.A.65Studentsmusthavetheopportun�tytolearnthecurr�culumonwh�chtheyw�llbetested.[�00�]

1.B.32BEITRESOLVED,thattheAlbertaTeachers’Assoc�at�onurgetheDepartmentofEducat�ontoensurethatprov�nc�alach�evementtestsandd�plomaexam�nat�ons�ncludeonlycurr�culumforwh�chrequ�redmater�alswereava�lablee�ghtmonthspr�ortothecommencementoftheschoolyear�nwh�chthetestsaretobetaken.[�99�/94/97/�000/0�/06]

Students must have the opportunity to learn


Student achievement

Manyfactors�nfluencestudentach�evement.Informat�onaboutthelearn�ngcontextprov�desacomprehens�vewaytounderstandtheresultsofstudent

ach�evementandmustbetaken�ntoaccount�nany�nterpretat�onofevaluat�onresults.Factorsthatcan�nfluencestudentach�evement�nclude�nd�v�duallearn�ngneeds,resourcesava�labletosupportteach�ngandlearn�ng,andthesoc�oeconom�ccharacter�st�csofthecommun�ty.

ATA Policy

1.A.34Evaluat�onofstudentsandeducat�onalprogramsmusttake�ntoaccountthe�nd�v�dualcharacter�st�csofstudentsandschools.[�976/88/98]

Evaluation and assessmentStudentevaluat�onandassessmentpract�cesmustsu�tthepurposesforwh�chthetest

�s�ntended.Teachersusestandard�zedd�agnost�cand�ntell�genceteststo�dent�fyastudent’s

spec�allearn�ngneeds.Thesetestsmustbeadm�n�steredand�nterpretedbyaqual�fiedprofess�onal,andtheresultsofstandard�zedd�agnost�cand�ntell�gencetestsshouldnotbeamalgamatedw�thcurr�culumassessmentdata.

ATA Policy

1.A.30Theuseofstandard�zedd�agnost�cand�ntell�gencetestsshouldberestr�ctedtoaresearchandgu�dancefunct�on.[�967/70/7�/77/8�/88/98/�00�]

Fair provincial testing Prov�nc�altest�ngprogramsmustbefreefromgenderb�asandotherformsof

d�scr�m�nat�on.Large-scaleprov�nc�alassessmentsmustbefreefromgenderandculturalb�asto

ensurefa�rnesstoallstudents�ntheprov�nce.Acommoncr�t�c�smofstandard�zedtests�sthat,becausetheydonotreflectthemult�culturalnatureofsoc�ety,somestudentsareatad�sadvantage.El�m�nat�nggenderand/orculturalb�as�soneofthePrinciples of Fair Student Assessment Practices for Education in Canada (�99�).

ATA Policy

1.A.44TheDepartmentofEducat�on�srespons�bleforanalyz�ngprov�nc�alassessmentprogramresultstodeterm�ne�fgenderand/orculturalb�as�sev�dentand,�fso,totakeact�ontoel�m�nate�t.[�99�/94/98/�00�]

Ensuring fairness to all students


The role of teachers

Teacher responsibility

Teachersarerespons�bleforthedes�gn,�mplementat�onand�nterpretat�onofstudentevaluat�on.

Ongo�ngstudentevaluat�on�sanessent�alpartoftheteach�ngandlearn�ngprocess.Teachersneedresourcesandadequatet�metodevelopandconductstudentevaluat�onact�v�t�es.Classroomteachersare�nthebestpos�t�ontodevelopevaluat�onstrateg�esthatal�gnw�ththecurr�culumandaddress�nd�v�duallearn�ngneeds.Evaluat�on�nstrumentsdevelopedbythoseexternaltotheclassroomareseldomappropr�ateandmustbeadaptedtosu�tthecontextof�nstruct�on.

ATA Policy

1.A.28Regularandcont�nuousassessmentbyclassroomteachers�sthemostappropr�atemeansofdeterm�n�ngstudentprogress.[�979/88/98/�00�]

1.A.33Evaluat�onofstudents�spr�mar�lytherespons�b�l�tyofthoseteachersprov�d�ngthe�nstruct�on.[�976/88/98/�00�]

1.A.35Adequatet�meandresourcesarerequ�redforteacherstoconductevaluat�onsofstudentprogressandach�evement.[�979/88/98]

Teachers should evaluate student learning


Student evaluationProv�nc�alach�evementtestresultsshouldnotbeusedforstudentevaluat�on.Whenteachersusetheresultsofprov�nc�alach�evementtests�nstudentevaluat�on,

theys�gnalsupportandendorsementoftheach�evementtest�ngprogram.Teachershaveaprofess�onalrespons�b�l�tytoevaluatestudentach�evementus�ng

proceduresthatarefa�r,justandequ�table.Theprov�nc�alach�evementtestsarenotanappropr�ateevaluat�onprocedureformanystudents.Aswell,teachersshouldnotabd�catethe�rprofess�onalrespons�b�l�tybyus�ngastandard�zedtestdevelopedbyath�rdparty.

ATA Policy

1.B.3BEITRESOLVED,thattheAlbertaTeachers’Assoc�at�onurge�tsmemberstorefra�nfromus�ngtheprov�nc�alach�evementtestmarksaspartofthe�revaluat�onofstudents.[�00�/05]

Fair, just and equitable evaluations


Policies and student evaluationSchoolandjur�sd�ct�onpol�c�esforstudentevaluat�onandassessmentmustnot

detractfromtheprofess�onalr�ghtsandrespons�b�l�t�esofteacherstoevaluatestudents.Teachersarerespons�blefordeterm�n�ngcurr�culumemphases,des�gn�ng

�nstruct�onalandlearn�ngact�v�t�es,anddevelop�ngandadm�n�ster�ngevaluat�ons.Pol�c�esregard�ngstudentevaluat�on�nfluencethe�nstruct�onalprocessand,forth�sreason,teachersmustbe�nvolved�nthe�rdevelopment.Pol�cythat�sdeterm�nedw�thout�nputfromteachersunderm�nesthe�ntegr�tyofbothteach�ngandlearn�ng.

Whereschoolboardpol�c�esmandatethe�nclus�onofafinalexam�nat�on,teachersshoulddes�gnatestthatfa�rlymeasurestherangeofcurr�culumthatwastaught.Prov�nc�alach�evementtestscoveronlythoseelementsoftheprogramthatcanbeassessedthroughlarge-scalepenc�l-and-papertests.Teachersarethefinalauthor�ty�ndeterm�n�ngwhethertouseach�evementtestresultsaspartofthe�rassessmentsofstudentlearn�ng.

ATA Policy

1.A.36Teachersmustbeconsultedpr�ortoanydec�s�ontoalterthe�revaluat�onofastudent’sach�evementand,�fateacher’sevaluat�on�saltered,thealteredmarkshallbereportedalongw�thanotat�on�nd�cat�ngonwhoseauthor�tythemarkwaschanged.[�979/84/88/98]

1.A.37Schooljur�sd�ct�onandschoolpol�cyonstudentevaluat�on,appealsproceduresandstandardsofach�evementshallbedevelopedjo�ntlyw�thteachersandshallnotdetractfromtheprofess�onalr�ghtsandrespons�b�l�t�esofteacherstoevaluatestudents.[�979/84/88/98]

1.A.40TheAlbertaTeachers’Assoc�at�onopposesthe�nclus�onbyschoolboardsoftheresultsoftheDepartmentofEducat�onAch�evementTest�ngProgram�nthefinalevaluat�onof�nd�v�dualstudentach�evement.[�977/8�/8�/86/88/98]

Teacher involvement in decision making is essential

“Across the education landscape, the movement toward standards is a movement away from teacher responsibility and agency. As curricula, teaching strategies, outcomes, and evaluation techniques are standardized, teachers’ opportunities to make decisions based on their professional judgment are systematically reduced. The implementation of standards-based programs signals to students, parents and society at large that teachers are not to be trusted or respected and that technical/managerial control is what is needed to fix problems that teachers helped create.”

–J A Hatch

�0 Real Learning First

Reward for student achievementTeachersmustnotacceptrewardsforstudentach�evementonprov�nc�altests.Prov�nc�alach�evementtestresultsarenowm�stakenlyusedasameasureof

schoolaccountab�l�ty.Pos�t�veschoolresultsaresomet�mesusedasamarket�ngandpromot�onaltoolfortheschool.Teachersareopposedtous�ngtheach�evementtestresults�nth�smanner,becausesuchuseunderm�nespubl�cconfidence�notherschoolsandprov�desad�stortedv�ewofaccountab�l�ty.Teachersrejectanyact�v�tythats�nglesoutstudentsorteachersbasedsolelyonprov�nc�altestresults.

ATA Policy

1.A.66Teachersmaynotacceptrewardsforschoolord�str�ctperformanceonach�evementtestsord�plomaexam�nat�ons.[�00�]

Teachers may not accept rewards for student achievement

Real Learning First ��

Provincial achievement testing

Opposition to testing

Teachersareopposedtostandard�zedtest�ng,�nclud�ngach�evementtest�ng,whenthetest�snotappropr�atetotheeducat�onalneedsofthestudentandwhenthe

resultsarem�sused.Standard�zedtestsaredevelopedbypeopleororgan�zat�onsouts�detheclassroom

andadm�n�steredtoalargenumberofstudentsunderstandard�zedcond�t�ons.Standard�zedtestsgenerallystandaloneandareadm�n�steredass�ngleassessments.Examplesofstandard�zedtestsaretheprov�nc�alach�evementtestsandcommerc�altestssuchastheCanad�anTestsofBas�cSk�lls(CTBS).

Theuseofstandard�zedtestsshouldbel�m�tedtothepurposesforwh�chthetestshavebeendes�gned.Typ�cally,standard�zed-testresultsshouldnotbecomb�nedw�thresultsfromcurr�culumassessmentsbecauseeach�sdes�gnedtomeasured�fferentaspectsofstudentach�evement.Aswell,theresultsfromas�nglestandard�zedtestshouldnotbeusedtodeterm�neastudent’sfinalgradeorprogramplacement.Standard�zedtestsbecomeh�gh-stakestestswhentheresultsareusedtoevaluatestudents,teachersandschools,ortodeterm�needucat�onalfund�ng.Whentheresultsofstandard�zedandach�evementtestsareused�ntheseways,valuableclassroom�nstruct�onalt�memaybespentteach�ngtothetestandtra�n�ngstudentstoreadmult�ple-cho�cetestsandcompletecomputeranswersheets.Theseact�v�t�es�ntrudeonthe�nstruct�onalprocess.

ATA Policy

1.A.28Regularandcont�nuousassessmentbyclassroomteachers�sthemostappropr�atemeansofdeterm�n�ngstudentprogress.[�979/88/98/�00�]

1.A.39Theresultsofprov�nc�allyadm�n�steredach�evementtestsshouldbe�.madeava�lableonlytotheschoolattendedbythepart�c�pat�ngstudentand�.l�m�tedtodeterm�n�ngthecogn�t�veaspectsofcollect�vestudentach�evementandeffect�venessoftheprov�nc�alcurr�culum.[�977/8�/86/88/98]

1.A.43Anyuseoftestresultsforaccountab�l�tymustbecons�stentw�ththetestpurpose,des�gnandtheun�tofanalys�s,be�tclassroom,school,systemorprov�nce.[�99�/98]

Continuous assessment by teachers


Student exemption from testingClassroomteachersshouldhavether�ghttoexemptastudentfromtheprov�nc�al

ach�evementtest.AlthoughcurrentAlbertaEducat�onpol�cysuggeststhatteachersmayrecommend

thatstudentsbeexcusedfromwr�t�ng,�npract�cetheexempt�onprocess�sflawedandcumbersome.CurrentAlbertaEducat�onAch�evementTestAdm�n�strat�onPol�cyst�pulatesthatthe super�ntendentmayexcuseastudentfromwr�t�nganach�evementtestforthefollow�ngreasons:(�)thestudent�sunabletorespondtothetest�nstrumentor(�)wr�t�ngthetestwouldbeharmfultothestudent.Teachersbel�evethatthesecr�ter�aaretool�m�tedbecausetheydonotrecogn�zestudentsonmod�fiedcurr�cula.Testresultsaremean�ngless�fstudentshavenotbeentaughtthemater�alonwh�chtheach�evementtest�sbased.Becauseclassroomteachersare�nthebestpos�t�ontodeterm�ne�ftheach�evementtest�sappropr�ateforeachstudent,teachersshouldhavetheauthor�tytoexemptstudentswhennecessary.

ATA Policy

1.B.38BEITRESOLVED,thattheAlbertaTeachers’Assoc�at�onurgetheDepartmentofEducat�ontorecogn�zether�ghtofateachertoexemptastudentfromaprov�nc�alach�evementtestwhentheteacherdeems�t�nappropr�atetotheneedsofthestudent.[�99�/95/98/�00�/04/07]

Teacher should have authority to exempt students from testing

“High test scores, whatever they might predict, are unable to predict teamwork abilities, perseverance, risk taking, creativity or old-fashioned reliability, not to mention any of the other hard skills that aren’t being measured. So these qualities, which are essential in real life, become undervalued.”

— Deborah Meier, In Schools We Trust


Opposition to current provincial testing Teachersareopposedtothecurrentprov�nc�alach�evementtest�ngprogram.Thereareanumberofreasonswhyteachersareopposedtotheprov�nc�al

ach�evementtest�ngprogram�n�tscurrentform.Teachersbel�evethat�t�sbothcounterproduct�veand�mmoraltorequ�restudentstowr�teatestonmater�altheyhavenotbeentaught.Inadd�t�on,theach�evement-testresultsareoftenm�sused.Theprov�nc�altest�ngprogramunderm�nestheprofess�onalroleoftheteacherandconsumesvastsumsofpubl�cfundsthatcouldbespentoncurr�culumdevelopment,�mplementat�onandclassroom�nstruct�on.

In�00�theATAsurveyedteachersabouttheprov�nc�alach�evementtest�ngprogram.Only6percentofteachersbel�evedthatGrade�ach�evementtest�ngshouldcont�nueas�s,��percentwantedthetestsreplacedw�thd�agnost�ctestsand44percentbel�evedthatthetestsshouldbeabandoned.Only�5percentofteachersbel�evedthattheGrade6ach�evementtestsshouldcont�nueas�s,�5percentwantedthetestsreplacedw�thd�agnost�ctests,��percentbel�evedthatthetestsshouldbeadm�n�steredtoasampleofstudentsand�6percentbel�evedthetestsshouldbeabandoned.AttheGrade9level,��percentbel�evedthetestsshouldcont�nueas�s,andapprox�mately50percentwered�v�dedamongthefollow�ngopt�ons:replac�ngw�thad�agnost�ctest,adm�n�ster�ngtoasampleandabandon�ngthetest�ngprogram.

TheDepartmentofEducat�onma�nta�nsthatprov�nc�alach�evementtestsare�ntendedto�nformgovernmentandthepubl�cthatthestandardsofthecurr�culumarebe�ngmet.Stat�st�cally,th�sdatacanbegatheredthroughasampl�ngprocedure,wh�chwouldbelessexpens�veandlessd�srupt�vetotheeducat�onalprocess.

ATA Policy

1.B.16BEITRESOLVED,thattheAlbertaTeachers’Assoc�at�onurgetheDepartmentofEducat�ontod�scont�nuetheAch�evementTest�ngProgram�n�tscurrentformattheGrade�level.[�990/9�/96/99/�000/0�/06]

1.B.17BEITRESOLVED,thattheAlbertaTeachers’Assoc�at�onurgetheDepartmentofEducat�ontod�scont�nuetheAch�evementTest�ngProgram�n�tscurrentformattheGrade6level.[�990/9�/94/97/�000/0�/06]

1.B.18BEITRESOLVED,thattheAlbertaTeachers’Assoc�at�onurgetheDepartmentofEducat�ontod�scont�nuetheAch�evementTest�ngProgram�n�tscurrentformattheGrade9level.[�990/9�/94/97/�000/0�/06]

1.B.27BEITRESOLVED,thattheAlbertaTeachers’Assoc�at�onurgetheDepartmentofEducat�onto�mplementapol�cywherebyprov�nc�alach�evementtestsareadm�n�steredtoapopulat�onsampleofGrade6andGrade9students�neachsubjectareaandthatnostudent�srequ�redtowr�teprov�nc�alach�evementtests�nmorethanonesubjectarea�nag�venyear.[�000/0�/06]

Changes needed to current testing


Teachers’ professional judgmentTeachers’profess�onaljudgmentneedstoplaythecentralrole�nassess�ngstudent

learn�ngoutcomes.Wh�legovernmentresponded�n�005w�thadec�s�ontoconsultw�theducat�on

partnersonanalternat�vetotheproposedGrade4prov�nc�alach�evementtest(basedonBr�t�shColumb�a’sGrade4Foundat�onSk�llsAssessment),asofSeptember�006,nomean�ngfulalternat�vestoh�gh-stakes,large-scaleassessmentshadbeenputforwardbygovernment.Educat�onpartnerslookforwardw�thant�c�pat�ontothefollow-uptotherecommendat�onoftheK–3 Numeracy/Literacy Reportwh�chplacesanemphas�sonthepr�macyofbu�ld�ngcapac�tyforschool-basedassessments.

G�ventheuseandabuseofh�gh-stakestests,teachersshouldpart�c�pate�nthemark�ngofprov�nc�alach�evementtestsonly�fd�rectedtodoso�nwr�t�ngbythesuper�ntendent.Unt�lconcernsaboutach�evementtestshavebeenproperlyaddressed,�t�snotadv�sabletopart�c�pate�nact�v�t�esthat�mplysupport,suchasmark�ng.

ATA Policy

1.B.10BEITRESOLVED,thattheAlbertaTeachers’Assoc�at�onurge�tsmemberstorefra�nfrommark�ngprov�nc�alach�evementtestsunlesstheyrece�vealawfulorderoftheboardtodoso.[�00�/05]

Withdraw proposed Grade 4 achievement test

Real Learning First �5

Diploma examination programs

Maintaining integrity

Theongo�ngpart�c�pat�onoftheteach�ngprofess�on�sessent�al�nordertoma�nta�nthe�ntegr�tyofd�plomaexam�nat�onprograms.

Teachersarefrustratedw�ththe�ncreas�ngeros�onofclassroom�nstruct�onalt�mecreatedbythereschedul�ngandrestructur�ngoftheprov�nc�ald�plomaexam�nat�ons,aswellasthenegat�ve�mpactsonstudentsrequ�r�ngaccommodat�onsforwr�t�ng.Further,the�ncreas�ngmarg�nal�zat�onoftheprofess�on,�nclud�ngremovalofATArepresentat�vesontechn�cal-rev�ewcomm�tteesandthesecur�ngoftheexam�nat�ons,hasfurtherunderm�nedthecred�b�l�tyofd�plomaexam�nat�ons.

Restr�ct�ngteachers’accesstotest�temsafterd�plomaexam�nat�onshavebeenadm�n�steredd�m�n�shesthe�rrole�nmon�tor�ngtheval�d�tyofthesetestsandmarg�nal�zesteachers’profess�onalvo�ceand�nvolvement.

AlbertaEducat�onneedstoresolvetheadm�n�strat�veandpol�cyshortcom�ngsrelatedtothecurrentd�plomaexam�nat�onprogram.Forexample,�n�00�thegovernmentbeganworkon�mplement�ngach�evement-over-t�mestud�esthatledtothesecur�ngofd�plomaexam�nat�ons,notw�thstand�ngtheobject�onsofallstakeholders.Th�ss�ngle-m�ndedfocusonexamsecur�tyhasd�m�n�shedteachers’roles�n�nterpret�ngcurr�culumstandards,reflect�ngonthe�rpract�ceandmeet�ngstudentlearn�ngneeds.Albertastudentsarebe�ngser�ouslyaffectedby�ll-cons�dereddec�s�ons,andtheATAshouldplayaleadrole�nhelp�ngtoaddressthese�ssues.Thecurrenthaphazardapproachtoconsultat�onw�ththeprofess�onnotonlyd�m�n�shesthecentralroleoftheteacher�nassessmentandevaluat�ondec�s�onsbutalso�mpedesstudentlearn�ng.

Working together to resolve policy shortcomings

“We fail to focus on making a difference in people’s lives and building a robust and extraordinary community in the 21st century. We focus on efficiency measures because they are easy to do. Although efficiency measures are valuable for management purposes, they have little to do with what we are becoming as a people.”

—Colin Jackson, President, EPCOR Centre for the Performing Arts in Calgary


ATA Policy

1.B.1BEITRESOLVED,thattheAlbertaTeachers’Assoc�at�onurgetheDepartmentofEducat�ontomakepubl�calld�plomaexam�nat�ons.[�00�/06]

1.B.14BEITRESOLVED,thattheAlbertaTeachers’Assoc�at�onurgetheGovernmentofAlbertatoworkw�ththeprofess�ontobr�ngaboutthefollow�ngchangestothed�plomaexam�nat�onsprogramto�.allowteacherstomakemoreeffect�veuseoftheexam�nat�ons�nthe�nstruct�on,assessmentandevaluat�onofstudents;�.reducethe�nord�nateamountoft�melosttoclassroom�nstruct�ontoaccommodatetheexam�nat�onsschedule;�.reducethenegat�ve�mpactonstudentsw�thspec�alneeds;4.schedulethemark�ngofexam�nat�onstom�n�m�zethet�meteachersareawayfromtheschool;5.m�n�m�zethenegat�ve�mpactsonallstudentsandschoolprograms;and6.recogn�zethevoluntarynatureofthemark�ngofandthedevelop�ngofd�plomaexam�nat�onsbyprofess�onalteachers.[�004/07]

1.B.29BEITRESOLVED,thattheAlbertaTeachers’Assoc�at�onurgetheDepartmentofEducat�ontoengage�nsystemat�candstructuredconsultat�onw�ththeAssoc�at�onpr�ortoannounc�ngchanges�nprov�nc�alexam�nat�onformat,t�m�ngandschedul�ng.[�00�/06]

Changes to diploma exams


Evaluating real learningTeachersrecogn�zethatpenc�l-and-papertestsdonotevaluateh�gher-orderth�nk�ng

sk�lls.Astudent’sfinalmark�nGrade��sacr�t�calmeasurement.Wh�lethed�ploma

exam�nat�onsrepresent50percentofth�sfinalmark,theydonotaccuratelyreflectthedepthandscopeofthecurr�culum.Rely�ngonas�ngle�.5–�-hourexam�nat�on�sunfa�rtostudents.Th�s�smostev�dent�nthecurrentEngl�shandmathemat�cscurr�cula,wh�chrequ�restudentstodevelopsk�llsforopen-endedproblemsolv�ng,appl�cat�onoftechnology,creat�vepresentat�onandeffect�vecommun�cat�on.Increas�ngtheclassroomassessmentwe�ght�ngto80percentwouldensurethatthestudent’sevaluat�on�sbasedonacomprehens�vesetofassessmentsthataddressthefullrangeoflearn�ngoutcomes.

Teachersbel�evethatthe�mplementat�onofnewcurr�cularequ�resthatd�plomaexam�nat�onsbestructuredtoevaluatestudents’knowledgeofprocessandsk�lls.Inordertotestproblem-solv�ng,cr�t�cal-th�nk�ngandwr�t�ngsk�lls,studentsmustbetestedus�ngopen-endedorperformance�tems.Teachersbel�evethattheopen-endedcomponentofthed�plomaexam�nat�onsshouldconst�tutenolessthan50percentoftheexam�nat�on.

ATA Policy

1.A.38TheDepartmentofEducat�onshouldcont�nuetoprov�deawr�tten-responseport�on�n�tsprov�nc�ald�plomaexams.[�987/90/98]

1.A.41Thewr�ttenand/oropen-endedcomponent(s)ofthed�plomaexam�nat�onsshouldbeam�n�mumof50percentoftheexam�nat�on.[�99�/94/97/98]

1.B.13BEITRESOLVED,thattheAlbertaTeachers’Assoc�at�onurgetheDepartmentofEducat�ontochangetheschool-awardedpercentageofthed�plomaexam�nat�oncourseresultsfrom50percentto80percentofthestudent’sfinalmark.[�990/9�/94/97/�000/0�/06]

1.B.31BEITRESOLVED,thattheAlbertaTeachers’Assoc�at�on�.affirmthe�mportanceofthewr�ttencomponentofd�plomaexam�nat�onsandoftheneedforqual�fiedteachersasmarkersand�.act�velyopposeanyattempttod�m�n�shorel�m�natethewr�ttencomponentofd�plomaexam�nat�ons.[�00�/06]

“Measurable outcomes may be the least significant results of learning.”

—Linda McNeil, Rice University

Evaluation knowledge of process and skills


Public reporting of provincial test results

Preventing misinterpretation

Publ�creport�ngoftestresultsmust�nclude�nformat�onthatpreventsthem�s�nterpretat�onoftheresults.

Anexplanat�onofthepurposesofthetest,l�m�tat�onsofthetestandgu�del�nesfor�nterpret�ngtheresultsmustaccompanythereleaseofstandard�zedtestresultstothepubl�c.IntheJoint Position Statement by the Canadian Psychological Association and the Canadian Association for School Psychologists on the Canadian Press Coverage of the Province-Wide Achievement Tests Results(�000),thesponsor�ngassoc�at�onsstatethat“publ�sh�ngschoolresultscangeneratecons�derableharmbyplac�ngunwarrantedpressureonteachers,adm�n�strators,andult�matelystudentsthemselvesto�ncreasetestscoresorr�sklos�ngstatusw�th�nthecommun�ty”(www.cpa.ca/documents/jo�nt_pos�t�on.html).

Correctly,theauthorsnotethat“becausestudentsarenotrandomlyass�gnedtoschoolsandbecauseschoolshavel�ttleornocontroloverthemajor�tyoffactors,anyattempttoplaceblameforpoortestperformanceontheschoolsalonew�thoutg�v�ngpropercons�derat�ontoeachoftheseotherfactors�sproblemat�catbestandm�slead�ngatworst.”Rank�ngschoolsorjur�sd�ct�onsbasedontestresultsnegat�velyaffectsstudentsandschoolcommun�t�es.Forth�sreason,them�n�sterofeducat�onshouldcont�nuetopubl�clycondemnthepract�ce.

Teachersbel�evethattheDepartmentofEducat�onandschooljur�sd�ct�onoffic�alshavearespons�b�l�tytoensurethattestresultsarenotm�sused.Commonm�susesoftestresults�ncluderank�ngschools,evaluat�ngteachers,compar�ngstudents,compar�ngschoolsandreward�ngstudentach�evementsbasedsolelyonprov�nc�alach�evementtestscores.

Ensure that test results are not misused

“A good accountability system aligns individual energy through collaboration and shared learning. Phenomenal results are then possible.”

—Jerry Handford, General Manager of Human Resources, Syncrude Canada


ATA Policy

1.A.34Evaluat�onofstudentsandeducat�onalprogramsmusttake�ntoaccountthe�nd�v�dualcharacter�st�csofstudentsandschools.[�976/88/98]

1.B.6BEITRESOLVED,thattheAlbertaTeachers’Assoc�at�onurgetheDepartmentofEducat�ontoencouragemed�atoadheretothe“Jo�ntPos�t�onStatementbytheCanad�anPsycholog�calAssoc�at�onandtheCanad�anAssoc�at�onofSchoolPsycholog�stsontheCanad�anPressCoverageoftheProv�nce-W�deAch�evementTestResults”�nreport�ngand�nterpret�ngd�plomaexam�nat�onresults/school-awardedmarksandach�evementtestresults.[�985/88/9�/94/97/�000/0�/06]

1.B.9BEITRESOLVED,thattheAlbertaTeachers’Assoc�at�onurgetheDepartmentofEducat�ontoreportonthestandardsreachedbythosestudentswhowr�teach�evementtestsratherthanbyallstudents�nthegradecohort.[�999/�00�/05]

1.B.20BEITRESOLVED,thattheAlbertaTeachers’Assoc�at�onopposethed�str�but�ontothepubl�cofschool-spec�ficach�evementtest,d�plomaexam�nat�on,andnat�onalor�nternat�onaltestresults.[�99�/96/99/�00�/05]

1.B.33BEITRESOLVED,thattheAlbertaTeachers’Assoc�at�onurgetheM�n�sterofEducat�ontotakeapubl�cpos�t�onthattheuseofach�evementtestandd�plomaexam�nat�onresultstorankorderschools�sunacceptable.[�996/99/�00�/05]

The Association opposes the distribution to the public of school-specific test results


Emerging issues and the role of the Department of Education

The marginalization of the profession’s voice

GradeLevelofAch�evement(GLA),un�laterally�mposedbyAlbertaEducat�on,was�n�t�ally�ntendedtorequ�reteachersandschooljur�sd�ct�onsby�007/08to

ass�gnandreporttoparentsastudent’swholenumbergrade�nthefourcoresubjects�nGrades�to9.Follow�ngnumerousconcernsexpressedbytheAssoc�at�onandothereducat�onpartnersandthefa�lureofthe�005/06p�lotstodemonstrateanyrealbenefitofGLAreport�ng,thegovernmentbackedoff�ts�n�t�al�mplementat�onschedule.

TheOctober�006rev�s�onstothegovernment’sGLAscheme,call�ngforastaggeredrolloutofGLAreport�ng�nlanguageartsandmathemat�csfrom�006to�008,dol�ttletoaddressthefundamentalproblemsw�thth�sprogram.Concernscont�nuetobera�sedaboutthecompar�sonsbetweenGLAandprov�nc�alach�evementtestresults,aswellasthemarg�nalbenefitthatstudentsandparentsw�llder�vefromth�saddedlayerofreport�ng.

Start�ng�n�005,$�m�ll�on�stobecomm�ttedbyAlbertaEducat�onannuallyforthreeyearstothegenerat�onofanonl�nedatabankofmult�plecho�cetestquest�onsforclassroomtest�ng�nfourcoresubjects�nselectedgradesfrom�–��,knownasComputerAdapt�veAssessment(CAA).

Teachersandschooljur�sd�ct�onswerenotconsultedonth�scostlyonl�netest�ngproject.NotonlydoesCAArepresent�mportant�ssues�ntermsofthequest�onableuseofeducat�onaltechnology�nschools,overthenextfewyearsCAAw�lldupl�catetheeffortsandexpend�turesded�catedtothecurrentprov�nc�alach�evementtest�ngprogram.

Asaresultoftheseconcerns,Albertateachers,atthe�005AnnualRepresentat�veAssembly,unan�mouslycalledforan�mmed�atehalttoanyact�v�tyrelatedtotheComputerAdapt�veTest�ngproject,recogn�z�ngthatthem�ll�onsofdollarsbe�ngdumped�ntotheonl�netestbankwouldbebetterspentonotherpr�or�t�es.

Departmentoffic�alscla�mthatthegoalofGLAandCAA�stoenhancetheassessmentandreport�ngofstudentach�evement.Thesecla�ms�gnorethefactthatAlbertateachersandschooljur�sd�ct�onsarealreadyprov�d�ngworld-classassessmentsandreport�ngofstudentlearn�ng.Indeed,�fthere�sagap�nthecurrentaccountab�l�tysystem�ntheprov�nce,�tl�es�nthegovernment’s�nab�l�tytoputsuffic�entresources�ntoclassroomstorespondtothelearn�ngneedsofstudentswhohavealreadybeen�dent�fiedasrequ�r�ngenhancedsupport.InOctober�006theAssoc�at�oncalleduponteacherstodecl�nepart�c�pat�on�nCAAandreaffirmedth�spos�t�onatthe�007AnnualRepresentat�veAssembly.

A lack of consultation with the profession continues to hamper effective policy development


ATA Policy

1.B.43BEITRESOLVED,thattheAlbertaTeachers’Assoc�at�onurgetheDepartmentofEducat�ontodeclareamorator�umonthe�mplementat�onoftheGradeLevelofAch�evement(GLA)�n�t�at�ve.[�005]

1.B.44BEITRESOLVED,thattheAlbertaTeachers’Assoc�at�onurgetheDepartmentofEducat�onto�mmed�atelysuspendallact�v�tyrelatedto�tsComputerAdapt�veTest�ngproject.[�005]

1.B.45BEITRESOLVED,thattheAlbertaTeachers’Assoc�at�onurgetheDepartmentofEducat�ontocreateaprov�nc�alwork�nggroup�nclud�ngrepresentat�vesoftheAlbertaTeachers’Assoc�at�ontodevelopgu�del�nesandprotocolsforthecollect�onandreport�ngofstudentach�evement�nformat�on,�nclud�ngonl�nereport�ngtoparents.[�006]

1.B.47BEITRESOLVED,thattheAlbertaTeachers’Assoc�at�onencouragememberstoappealtherequ�rementsord�rect�vestofac�l�tateorreporttoparentsanyGradeLevelofAch�evementthat�snotdeterm�nedbytheteacher’sownmethodsofevaluat�onofstudentach�evementunlessd�rectedtodosobyalawfulorderoftheboard.[�006]

1.B.50BEITRESOLVED,thattheAlbertaTeachers’Assoc�at�oncalluponmemberstodecl�nepart�c�pat�on�nanyonl�netest�ngprogramsassoc�atedw�ththeComputerAdapt�veAssessmentproject.[�007]

Members are encouraged to decline participation in any online testing programs associated with Computer Adaptive Assessment


On educational accountability

Evidence-based policy development that improves student learning

AlbertaEducat�on’sstructuresforengag�ngtheteach�ngprofess�onandeducat�on partners�nmean�ngfulpol�cyd�scuss�onsnolongerfunct�oneffect�vely.The

negat�ve�mpactonstudentlearn�ngg�ventheongo�ngpatternof�ll-cons�deredgovernment�n�t�at�vesmustbeaddressed.

ATA Policy

1.B.28BEITRESOLVED,thattheAlbertaTeachers’Assoc�at�onurgetheGovernmentofAlbertatoreformtheprocessforpol�cydevelopmentanddec�s�onmak�ngrelatedtostudentassessment,evaluat�onandaccountab�l�tyto�nclude�.systemat�cconsultat�onw�threpresentat�vesselectedbytheAssoc�at�onondes�gn,techn�calandadm�n�strat�ve�ssues;�.ongo�ngconsultat�on,commun�cat�onanddec�s�onmak�ngw�ththeAssoc�at�onandothereducat�onpartnersonpol�cymatters;�.ongo�ngresearchfocusedongu�d�ngand�mprov�ngpol�cydec�s�ons;and4.assurancesthatallexamsaredeveloped�nAlbertabyact�vemembersoftheAlbertaTeachers’Assoc�at�onreflect�ngtheAlbertaProgramofStud�es.[�004/07]

Educational accountabilityEducat�onalaccountab�l�ty�soneofthecentral�ssuesfac�ngtheteach�ngprofess�on

today.TheAssoc�at�on�scomm�ttedtowork�ngw�theducat�onpartnerstoensurethatth�sstatement�npr�nc�plecanbecomepartofaw�delysharedconsensusofAlbertans.

ATA Policy

1.A.69TheAlbertaTeachers’Assoc�at�onbel�evesthateducat�onalaccountab�l�ty�.�stheprocessthroughwh�chthepartners�ntheeducat�onsystemeachtakerespons�b�l�tyforthe�ract�onsandreporttothosewhoareent�tledtothe�nformat�onand�.�ncludesanobl�gat�onto�mprovethecapac�tyandperformanceofallthoserespons�bletoach�evethebroadgoalsofeducat�on.[�006]

Educational accountability in Alberta schools must involve all education partners


The ATA’s seven accountability principlesDeveloped�nconsultat�onw�thmembersand�nformedbyaw�debodyofresearch

oneffect�veaccountab�l�typrocesses,thesesevenpr�nc�plesformthekeystoneoftheAssoc�at�on’sEducational Accountabilityd�scuss�onpaper(AlbertaTeachers’Assoc�at�on,�005).Thesesevenpr�nc�pleswereunan�mouslyendorsedbythe�006AnnualRepresentat�veAssembly.

ATA Policy

1.A.70TheAlbertaTeachers’Assoc�at�onrecogn�zesthefollow�ngpr�nc�plesofaneffect�veeducat�onaccountab�l�tysystem:�.Educat�onpartnershaveasharedunderstand�ngofandcomm�tmenttofa�rness,openness,respectford�vers�tyandstewardsh�p,wh�charekeyvaluesunderly�ngaccountab�l�ty�neducat�on.�.Thepr�marypurposeofaccountab�l�ty�neducat�on�stosupportthebroadgoalsofeducat�onandthed�verselearn�ngneedsofch�ldrenandyouth.�.Informat�onforaccountab�l�typurposes�sgathered�navar�etyofwaysfromallrelevantsources,andreportedandused�nwaysthatrespectthel�m�tat�onsofthedata.4.Soundeducat�onalresearchandpract�cegu�dethedes�gnand�mplementat�onofanaccountab�l�tysystem�neducat�on.5.Accountab�l�ty�neducat�onenhancesthecapac�tyofeducat�onpartnerstofulfillthe�rrespect�verolesandrespons�b�l�t�esandleadstosusta�ned�mprovementofthesystem.6.Eacheducat�onpartner�saccountableforthoseareasofthesystemw�th�n�tsauthor�tyandexpert�se.7.Thesystemofaccountab�l�ty�neducat�on�sevaluatedonanongo�ngbas�s.[�006]

Accountability in private schoolsDesp�tethel�m�tat�onsofthegovernment’scurrentapproachtoaccountab�l�ty,

�t�s�mportantthatadegreeofcons�stencybeappl�edtomon�tor�ngeducat�onalprograms�npubl�cly-fundedpr�vateschools.Ideally,whenamorecoherentapproachtoaccountab�l�ty�sdeveloped�nthefuture,cons�stency�ntheappl�cat�onofreport�ngprocessesw�llbe�nplace.

ATA Policy

8.B.16BEITRESOLVED,thattheAlbertaTeachers’Assoc�at�onurgetheGovernmentofAlbertato�mmed�atelyapplyallaccountab�l�tymeasuresrequ�redofpubl�cschoolstopr�vateschoolsthatrece�vepubl�cfunds.[�998/�00�/04/07]

Using research to support effective accountability processes


A time for change. A time for action.A genuine approach to educational accountability in Alberta

In�994,�nthecontextofcutbacksandmanag�ngexpectat�ons,thegovernment�ntendedtomakeschool�nganaffordableandmanageablesystemw�th�nspec�fic

andeas�lyrecogn�zablegoals.S�ncethatt�me,theeducat�onm�n�stryhasrepeatedlycla�medthatthet�meandeffortcomm�ttedto�tsstandard�zedtest�ngprogramshasledtoAlbertabe�ngan�nternat�onalleader�n�mprov�ngstudentach�evement.Wh�le�t�struethatAlbertastudentsdowellon�nternat�onaltests,whenmeasurementandsampl�ngerrorarecons�deredalongs�defam�lybackgroundandsoc�oeconom�cvar�ables,Albertastudentsrank�nthem�ddleofthepackamongotherprov�nces.Infact,researchhascons�stentlydemonstratedthat70percentofthevar�at�on�nstudentach�evementcanbeattr�butedtononschoolfactorssuchasstudent,fam�lyandcommun�tycharacter�st�cs(Ungerle�der,�006).

InSeptember�004,theAlbertaTeachers’Assoc�at�oncreatedacomm�tteetoexplorehowthescopeand�mpactofthecurrentaccountab�l�tyframeworkusedbyAlbertaEducat�onm�ghtbe�mproved.

Thecurrentreport�ngprocessesfortheAccountab�l�tyP�llarreduceschooljur�sd�ct�onperformancetowhathasbeencalledbyonesuper�ntendent“acolour-codedb�ngosheet.”

Thereport�ngrequ�rementsforschoolauthor�t�es�ntheAccountab�l�tyP�llarrepresentapatchworkof�ncompletemeasuresand�nd�catorsofschoolandjur�sd�ct�onperformancethatnarrowthefocustoafewacadem�csubjects.Forexample,educatorsandcommun�tyleaders�ncreas�nglyrecogn�zehowth�snarrow�ngofteach�ngandlearn�ngcontr�butestoAlberta’slowratesofh�ghschoolcomplet�on—oneofthelowestoftheCanad�anprov�nces.

A shared commitment to genuine accountability


Key Association activities to date

•TheAssoc�at�onsponsoredHandle with Care: Futures Being Built—Invitational Symposium on Educational Accountabilityheld�nJanuaryof�006,�nEdmonton.Morethan�50people,represent�ngacross-sect�onofAlbertans,attendedthesympos�umatthe�nv�tat�onoftheAssoc�at�on.“Learn�ng:It’sYoursforL�fe”wasthetheme.

•Thesympos�umfocusedontheEducational Accountabilityd�scuss�onpaper,�nclud�ngthekeypr�nc�plesl�stedonpage��.

•InJanuary�004,theAssoc�at�on�n�t�atedaser�esofmeet�ngsw�theducat�onpartnerstoexploreposs�b�l�t�esforcont�nu�ngtheaccountab�l�ty�neducat�ond�alogue.

•Inthefallof�007,theAssoc�at�onw�llpreparew�theducat�onpartnersawork�ngpapertobepresentedtogovernmenttoh�ghl�ghttheneedforarev�ewofthecurrentAccountab�l�tyP�llar.

•Inthefallof�007,�n�t�alworkw�llbeg�nw�thtwoschooljur�sd�ct�onsonap�lotprojecttodevelopamoreauthent�capproachtoaccountab�l�ty.

Theseeffortstowardbu�ld�ngarenewedapproachtoeducat�onalaccountab�l�tyareespec�allyt�melyg�ventherecentelect�onofPrem�erStelmachandh�scomm�tmenttogovernw�th“�ntegr�tyandtransparency”andtospec�fically“�mprovethetransparencyandaccountab�l�tyofgovernmentagenc�es,boardsandcomm�ss�ons.”

Notonly�sthecurrentAccountab�l�tyP�llarabarr�ertofoster�ngthesevalues,most�mportant,�tdoesnotcontr�butetoopt�malstudentlearn�ngandschool�mprovement.

Increasedbureaucrat�ccontrolovereducat�onsystemsbygovernmentssuchasAlberta’sd�m�n�shesteacherprofess�onal�smandreflect�vepract�ce.Researchersfromanumberofcountr�es,�nclud�ngtheUn�tedStates(McNe�l,�000),Austral�a(Groundwater-Sm�th,�005)andCanada(Le�thwood,�006),have�llustratedhowcommandandcontrolmechan�smsl�kelarge-scaletest�ngprogramsleadtoanarrow�ngofeducat�onalprogramsandreduct�onofteach�ngtocompl�ancebehav�ourfocussedon�ncreas�ngtestscores,ratherthan�mprov�ng�nstruct�onalpract�cethataddressesthed�vers�tyandcomplex�tyofclassrooms.In�006/07,Albertateachersreportedrecordlevelsofwork�ntens�ficat�on,w�th7�percentofteachers�nd�cat�ngthatworkloadhad�ncreasedcomparedtoprev�ousyears;5�percentofteachersreported�ncreasedmark�ngandstudentevaluat�onrequ�rements;and�6percentreportedthatexpectat�onstoreportstudentprogresstoparentshad“s�gn�ficantly”or“somewhatworsened”(AlbertaTeachers’Assoc�at�on,�007).

Initiating a review of the Accountability Pillar


Principles of sustainabilityAndyHargreaves(�007)descr�besthe�ncreas�ngbureaucrat�ccontrolsonCanad�an

teachersasthe“tyrannyoftheshort”—as�ngularfocusbyprov�nc�algovernmentsonqu�ckfixesandshort-termfund�ngthatfa�lstoaddressthereal�tythatschool�mprovementrequ�restrustand�nvestment�nleadersh�pcapac�tyattheschoollevel.Hargreaves�dent�fiesfivepr�nc�plestofosterthe“susta�nab�l�tyofthelong”:

1. Putting learning first,beforeach�evementandtest�ng,ratherthanequat�ngach�evementw�thtestedatta�nment�nl�teracyandmath,�nwh�chCanada,�ron�cally,alreadyexcels.

2. Distributing leadership widely and wiselysothat�mprovementbecomesasharedprofess�onalrespons�b�l�tyratherthantheobjectoftop-downgovernmentcontrol.

3. Ensuring that improvement lasts beyondthetenureofoneschoolleaderorthegovernmentoftheday’stemporaryelect�onagenda.

4. Encouraging schools to work together,help�ngratherthancompet�ngaga�nsteachother�nthequesttora�seach�evementstandards.

5. Connecting future changes to past achievementsofwh�chexper�encededucatorscanbeproud,ratherthanrush�ngthroughshort-termreformsthatd�sm�ssordemeanthepastsothatgovernmentscancla�mcontrolofthefuture.

TheAssoc�at�oncont�nuestoworkw�theducat�onpartnerstoadvanceagenu�neapproachtoeducat�onalaccountab�l�ty.Thesevenpr�nc�ples�dent�fied�ntheAssoc�at�on’sEducation Accountabilityd�scuss�onpaper�dent�fiedearl�er�nth�spubl�cat�onw�ll�nformmuchofth�s�mportantwork,�npart�cular,explor�nganalternat�vetothegovernment’scurrentAccountab�l�tyP�llar.

The profession’s leadership role in policy developmentTheATArepresents�6,500teachers�ntheprov�nce.Thepol�c�esoftheATAare

developedbyrepresentat�vesofATAlocalsattheAnnualRepresentat�veAssembly(ARA).Asthevo�ceofAlberta’steach�ngprofess�on,theATAadopts,amendsorrepeals�tspol�c�esdur�ngtheARA.Amongother�mportantpurposes,ATApol�c�es

•expressthecollect�vevo�ceofteachersw�threspecttoprofess�onalpr�nc�ples,bel�efsorothermattersofs�gn�ficance;

•�dent�fyspec�ficgoalsthat�nd�v�dualteachers,schoolstaffs,spec�al�stcounc�ls,localassoc�at�onsandtheprov�nc�alorgan�zat�onwanttoach�eve;

•supportthedevelopmentandprov�s�onofATAprogramsandserv�cesformembers;and

•gu�detheATA’scollaborat�veworkw�thotherorgan�zat�onsandeducat�onpartners.

AlthoughATApol�c�esare�ntendedtobed�scretestatements,theyshouldbeunderstood�nthecontextofthecompletesetofpol�c�es,wh�chareupdatedandpubl�shedannually�ntheMembers’ Handbook.

An alternative to bureaucratic control


What you can doInl�ghtoftheongo�ngfocusonh�gh-stakestest�ngunderscoredbyAlberta’s

Comm�ss�ononLearn�ng,morethaneverAlberta’steach�ngprofess�onmustadvocateforanapproachtoaccountab�l�tythatw�llenhancestudentlearn�ngopportun�t�es.AkeyfocusofAlberta’sK–��system�nthecom�ngyearsw�llbethedevelopmentofprofess�onallearn�ngcommun�t�es.Researchdemonstratesthatthegrowthoflearn�ngcommun�t�es�nAlberta’sschoolsw�llcomeaboutonly�fteachers’profess�onaljudgmentplaysthecentralrole�nd�agnos�ngstudentlearn�ngneedsandassess�ngstudentlearn�ng.Alberta’steach�ngprofess�onseesrealpotent�al�nthegrowthofprofess�onallearn�ngcommun�t�es,prov�dedtheyfocuson�nd�v�dualstudentlearn�ngneedsw�th�nthecontextofthed�vers�tyofAlberta’sschoolcommun�t�esandrespecttheprofess�onalroleofteachersandschooladm�n�strators.

InAlberta,thebalancehassh�ftedtowardah�gh-stakestest�ngenv�ronmentwherestudents’learn�ng�sbe�ngpushedas�debyanarrowfocusonstandard�zat�on,rank�ngandsort�ngofstudentsandschools.Youcanhelpsh�ftthebalancetowardpromot�ngassessmentforlearn�ngthatprov�desmean�ngfulfeedbacktostudentsandparentsby

•rev�ew�ngandpromot�ngATApol�cyrelatedtostudentassessmentandevaluat�onthatopt�m�zesstudentlearn�ng,suchas,d�str�but�ngAssoc�at�onmater�alsandresources;

•attend�ngATAworkshops,convent�onsandspec�al�stcounc�lconferences,wh�chprov�denumerousprofess�onaldevelopmentopportun�t�esrelatedtostudentassessmentandevaluat�on;and

•advocat�ngforaccountab�l�typol�c�esandpract�cesthathonourthecomplex�tyofteach�ngandsupportstudentlearn�ng.

Tomakesuggest�onsforpol�cychangeornewpol�cy,talktoyourschoolrepresentat�ve,localpres�dentord�str�ctrepresentat�ve.Prov�nc�alATAstaffarealsoava�labletorev�ewspec�fic�ssuesrelatedtostudentassessment,evaluat�onandreport�ng.

Professionals advocating for students


Resources and references

WebsitesAlberta Teachers’ Association

Numerousbackgroundmater�alsrelatedtostudentassessment,evaluat�onandreport�ngaswellaseducat�onalaccountab�l�tyareava�lable.www.teachers.ab.ca.

Canadian Teachers’ FederationTh�swebs�teprov�descomprehens�veresourcesthatw�llengagetheteach�ng

profess�on,educat�onpartnersandthew�derpubl�c�nad�scuss�onaboutgenu�needucat�onalaccountab�l�tythatputsteach�ngandlearn�ngfirst.www.ctf-fce.ca.

The National Center for Fair & Open TestingThe(US)Nat�onalCenterforFa�r&OpenTest�ng(Fa�rTest)workstoendthem�suses

andflawsofstandard�zedtest�ngandtoensurethattheevaluat�onofstudentlearn�ng�sfa�r,open,val�dandeducat�onallybenefic�al.www.fa�rtest.org.

Alfie KohnAlfieKohn’swebs�teprov�desaw�derangeofhelpfulresourcesforteachers,parents

andthepubl�cconcernedw�ththegrow�ngfocusonh�ghstakestest�ng.www.alfiekohn.org.

Alberta Assessment ConsortiumTh�spartnersh�pofAlbertaEducat�onorgan�zat�ons�sded�catedtoenhanc�ng

studentlearn�ngthroughclassroomassessmentthat�ncreasesstudentconfidenceaslearnersandenablesthemtorevealwhattheyknowanddemonstratewhattheycando.Manypr�ntandonl�neresourcesandprofess�onal-developmentopportun�t�esareava�lablethroughtheconsort�um.www.aac.ab.ca.

Association brochures

•Time for Change. Time for Action.Teachersandeducat�onalaccountab�l�ty

•Getting to the Heart of Learning: How Is Your Child Doing in School?Aparentgu�detoreport�ngstudentlearn�ng

•Always More Than a NumberGradelevelofach�evement(GLA)report�ng—what�tmeansforyourstudents

Increasing student confidence as learners


Association workshops

Using Assessment as Effective InstructionInth�sworkshoppart�c�pantsw�llexplorethed�fferencesbetweenassessmentfor

learn�ng(format�ve)andassessmentoflearn�ng(summat�ve).Part�c�pantsw�llcons�derhowassessmentforlearn�ngcanbecome�nstruct�onandhowstudent�nvolvement�ntheassessmentprocesscancontr�buteto�mprovestudentach�evement.

Length:HalfdayorfulldayLanguage of Instruction:Engl�sh

Student Portfolio AssessmentDes�gnedforteachersKto��,th�shands-onworkshop�llustrateshowportfol�oscan

beusedtoassessandevaluatestudents.Th�sworkshop�ssu�tableforschoolstaffsorforgroupsofteachersfromd�fferentschoolstak�ngpart�nasystemw�deprofess�onaldevelopmentday.Italsofitswell�ntoalong-rangeprogramofenhanc�ngstudentassessmentandevaluat�on.

Length:HalfdayorfulldayLanguage of Instruction:Engl�sh

ReferencesAlbertaEducat�on.�006.K–3 Numeracy/Literacy Report.Edmonton,Alta:AlbertaEducat�on.

AlbertaTeachers’Assoc�at�on.�005.Educational Accountability. D�scuss�onpaper.Ava�lableatwww.teachers.ab.ca/About+the+ATA/Pol�cy+and+Pos�t�on+Papers/Pos�t�on+Papers/Educat�onal+Accountab�l�ty.htm.

.�007.Member Opinion Survey.Edmonton,Alta:Author.

E�sner,E.�00�.“Quest�onableAssumpt�onsaboutSchool�ng.”Phi Delta Kappan84,no9(May):6�8–57.

Groundwater-Sm�th,S.�005.“Pa�nt�ngtheEducat�onalLandscapew�thTea:Reread�ng‘Becom�ngCr�t�cal.’”Educational Action Research��,no�:��9–45.

Hargreaves,A.�007.“TheLongandShortofEducat�onalChange.”Education Canada47,no�(Summer).

Hatch,JA.�00�.“Accountab�l�tyShovedown:Res�st�ngtheStandardsMovement�nEarlyCh�ldhoodEducat�on.”Phi Delta Kappan8�,no6:457–6�.

K�ncheloe,JL.�00�.Teachers as Researchers: Qualitative Enquiry as a Path to Empowerment.London:RoutledgeFalmer.

Kohn,A.�004.What Does It Mean to Be Well Educated? And More Essays on Standards, Grading, and Other Follies.Boston,Mass:BeaconPress.

Le�thwood,K.�006.“Educat�onalAccountab�l�ty:IssuesandAlternat�ves.”Presentat�on,Handlew�thCare:FuturesBe�ngBu�lt, �nv�tat�onalsympos�umoneducat�onalaccountab�l�ty,Edmonton,Alta,February�–�.

Lessard,C,andABrassard.�005.Educational Governance in Canada: Trends and Significance. Montreal,Que:Amer�canEducat�onalResearchAssoc�at�on.

McNe�l,L.�000.Contradictions of Control: School Structure and School Knowledge.NewYork:Routledge.

Ungerle�der,C.�006.“Reflect�onsontheUseofLarge-ScaleStudentAssessmentforImprov�ngStudentSuccess.”Canadian Journal of Education �9,no�:87�–8�.

Workshops and references


“The standardized testing agenda is deeply entrenched in our system and it seems to be escalating every year. But if we have to choose one part of it to rebel against first, we should choose this endless testing of young children. Let your school trustees and MLAs know that comprehensive standardized testing at this level serves no useful purpose to the system, costs money that is needed for learning resources and is abusive to young children. These tests should be scrapped!”

—Marita Moll, Passing the Test: The False Promises of Standardized Testing

Real Learning First

For more informationFor�nformat�on,contacttheAlbertaTeachers’Assoc�at�on,at447-9400(Edmontonarea)

or�-800-��-7�08,orv�s�twww.teachers.ab.ca.

PD75-5�00709

ISBN978-�-897�96-5�-9ISSN�70�-�764

Documents

Real Learning Firstpeople.ucalgary.ca/~cwebber/ASAS/Real_Learning_First.pdfpr nc ples regard ng student assessment, student evaluat on and educat onal ... Curr culum development and