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Assessing Students' Learning SkillsAuthor(s): Dr. Don Klinger; Dr. Tess Miller; Dr. Lyn Shulha (2006)
The Ontario education system requires teachers to assess students’ academic and non-academic achievements (learning skills) separately. These skills include: works independently, teamwork, organization, work habits, and initiative. This research surveyed Grade 9 mathematics teachers in Ontario on their assessment practices relating to learning skills.

This document has been viewed 1,081 times.
Formative Assessment to Support Student LearningAuthor(s): Christine Suurtamm
This summary was created by the Research for Teachers project at The Elementary Teachers' Federation of Ontario (ETFO):
http://www.etfo.ca/resources/researchforteachers/Pages/default.aspx

This summary outlines research in the area of formative assessment to support student learning:

"We now have compelling research indicating that formative assessment may be the most
significant single factor in raising the academic achievement of all students and especially that of
lower-achieving students. Every teacher needs to consider how the principles of formative
assessment can be applied in her or his work."

This document has been viewed 1,332 times.
Improving Student Writing: Using Feedback as a Teaching ToolAuthor(s): Shelley Stagg Peterson
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/whatWorks.html

Given that teachers spend a great deal of time providing written feedback to
students, it is important that the feedback have a greater influence on students’
writing development. Verbal or written feedback can be a powerful teaching tool
if it is given while students are in the process of writing drafts.....Focusing
on individual students’ immediate writing needs, this ongoing feedback is a form
of differentiated instruction that complements the teaching of mini-lessons to
small groups or to the whole class.

The teaching tools discussed [in this summary] support all students, Grades 4 to 12."

This document has been viewed 1,185 times.
Ontario Teachers’ Assessment Practices in MathematicsAuthor(s): Christine Suurtamm; Martha Koch; Ann Arden (2010)
This study uses questionnaire data and case studies to examine the assessment practices of mathematics teachers in Ontario and to understand how new assessment practices are enacted and supported. Many mathematics teachers in Ontario are using innovative assessment practices that go beyond traditional testing and support student learning in a variety of ways. They report on the important role of professional development and curriculum resources as well collaboration with colleagues in supporting new practices.

This document has been viewed 1,215 times.
Opportunities to Maximize Assessment to Support Student LearningAuthor(s): Sheryl MacMath; John Wallace; Xiaohong Chi (2009)
This study investigated the way in which two individual teachers used a variety of assessment practices to track student learning during units that integrated different subject areas. The researchers looked at assessment as, for and of learning.

The purpose of this study was to investigate some of the strengths and challenges in using all three of these assessments and describe how these assessments were attempted during an integrated assignment.

This document has been viewed 1,131 times.
Promoting Curriculum Access in Children and Youth with Reading DisabiliitesAuthor(s): R. Martinussen
This summary was created by the Research for Teachers project at The Elementary Teachers' Federation of Ontario (ETFO):
http://www.etfo.ca/resources/researchforteachers/Pages/default.aspx

This document has been viewed 756 times.
Secondary Students’ Attitudes Towards “Clickers” or Audience Response Systems (ARS)Author(s): Robin H. Kay; Liesel Knaack (2009)
“Clickers” or Audience Response Systems (ARS), “permit students to answer digitally-displayed multiple choice questions using a remote control” (Kay et al., 2009, p. 1). One of the suggested benefits of clickers (or ARS) is that they allows teachers to gauge in real-time whether students are grasping the content of a lesson, and make timely adjustments to their lesson when necessary. This study investigated student attitudes towards ARS in Ontario secondary schools.

This document has been viewed 935 times.
Teachers’ Familiarity and Use of Formative Assessment Strategies to Enhance Student LearningAuthor(s): Louis Volante; Danielle Beckette (2011)
In this study, the researchers investigated K-12 teachers’ familiarity with, and use of, formative assessment practices. The researchers also examined the factors that accounted for the under use of these
practices in Ontario classrooms.

This document has been viewed 1,035 times.
Understanding how large-scale assessment is linked to school improvement planningAuthor(s): Louis Volante; Lorenzo Cherubini
Western educational jurisdictions are increasingly using large-scale assessment data for school improvement planning. Ontario is no different. This research examined how teachers and school
administrators link EQAO data to school improvement planning.

This document has been viewed 886 times.