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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
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
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
6 Real Learning First
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
Real Learning First 7
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
8 Real Learning First
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
Real Learning First 9
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
�� Real Learning First
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
Real Learning First ��
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
�4 Real Learning First
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
�6 Real Learning First
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
Real Learning First �7
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
�8 Real Learning First
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
Real Learning First �9
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
�0 Real Learning First
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
Real Learning First ��
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
�� Real Learning First
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
Real Learning First ��
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
�4 Real Learning First
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
Real Learning First �5
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
�6 Real Learning First
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
Real Learning First �7
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
�8 Real Learning First
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
Real Learning First �9
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
�0 Real Learning First
“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
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