Making Math Children Will Love
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education
Evidence suggests that learning is energized by affect. We, as educators, must turn our attention to resources and strategies that improve students’ relationships with mathematics content and processes and pique students’ motivation, emotion, interest and attention.
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The relationship between report cards and EQAO scores.
This study examined the relationship between report card grades and student scores on the Educational Quality and Assessment Office (EQAO) tests in grades 3 and 6 for the 2007-2009 school years.
More specifically, this study was guided by three main research questions:
a) What is the level of agreement between report card grades and EQAO scores?
b) Do factors such as gender, subject area, student achievement, or grade level impact the level of agreement between these two indicators student achievement?
c) How well do report card grades predict the likelihood of success on the standardized assessments?
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Handling Problematic Situations When Administering the EQAO Assessment
While instructions are provided to teachers on how to administer large-scale assessments, in some cases strict adherence to these instructions may prove to be problematic for teachers in their dual role as both test supervisor and teacher. This study investigated how grade 3 teachers expect to react when faced with problematic situations while administering the EQAO assessment to their own classroom students. Specifically, the researchers explored what these teachers said they would do when faced with a number of hypothetical situations, and why they would choose a certain course of action.
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How Well Aligned Are Large-Scale Assessments and Report Card Grades?
The use of standardized external assessments as an indicator of student achievement has long been a controversial issue in most educational circles. This study compared students’ Education and Quality Assessment Office (EQAO) scores and their report card grades to determine whether students receive comparable ratings on the two assessments. Specifically, this study investigated the following research question: How well aligned are large-scale assessments and report-card grades?
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Storytelling and Story Writing
This summary was created by the What Works: Research into Practice program at the Ontario Ministry of Education and can be accessed, along with other What Works summaries, on their website at:
This snapshot summarizes research in the area of storytelling and story writing:
"By analyzing the written and spoken words of students in a Grade 4/5
class over a period of two months, we were able to explore the connections
between oral rehearsal – including storytelling – and story writing. We found
that the use of storytelling and peer talk stimulated significantly more writing
and higher-quality writing."
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