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Challenges with the Ontario Secondary School Literacy Test (OSSLT) for second language studentsAuthor(s): Liying Cheng; Don A. Klinger; Ying Zheng
The purpose of this study was to see if there were any significant and systematic differences (based on success on different parts of the test) between ESL/ELD and non-ESL/ELD students that could help explain the higher failure rate of ESL/ELD students or provide ideas for what teachers and administrators could focus on when preparing ESL/ELD students for the OSSLT to increase their chances of success.

This document has been viewed 1,254 times.
Handling Problematic Situations When Administering the EQAO AssessmentAuthor(s): Childs, R.A., Umezawa, L. (2009)
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.

This document has been viewed 978 times.
How Well Aligned Are Large-Scale Assessments and Report Card Grades?Author(s): Ross, J.A. & Gray, P. (2008)
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?

This document has been viewed 1,104 times.
The Performance of French Speaking Minority StudentAuthor(s): Bouchamma, Y. and Lapointe, C. (2008)
Recent studies have raised concerns about the writing achievement of minority French-speaking students (students who attend school in provinces where the majority of the population speaks a language other than French) when compared with French-speaking and English speaking students who live in majority environments (in which the majority of the population speaks the same language as the student). This study examines the causes that students attribute to their writing successes and failures in minority and majority French-speaking Canadian provinces, including Ontario.

This document has been viewed 1,028 times.