Classroom assessment is a complex and challenging task for all teachers. Occasional teachers are partners in the daily assessment process and their observations and tracking of student learning play an important role.
It’s not often that I’m able to deliver good news in this column. But this is one such occasion. I’m happy to be able to tell you that we have made progress on the issue of EQAO-related initiatives.
Educators across Ontario are swimming through an ever-growing alphabet soup of new initiatives introduced by the government, school boards, and principals.
Most minor league hockey coaches will agree that knowing the results of last night’s game will not indicate how well your child’s team is performing. What coaches realize — but education bureaucrats tend to ignore — is that they can only assess their team’s performance by watchin
Assessment is not only a common word in schools, it has become a household word across the province. Recently I witnessed an interesting interaction. Matteo, a grade 3 student, asked his mom a casual question.
Ontario teachers who are concerned about the adverse effects of large-scale assessments are not alone. Opposition to large-scale testing by teacher organizations and academics is growing around the world.
ETFO commissioned Environics to survey members in November. Environics also polled Ontario parents and the public for the Ontario Teachers’ Federation. EQAO testing was one of many topics covered in focus groups that Stratcom conducted for the Elementary Teachers of Toronto Local.
ETFO launched its campaign against province wide testing at the Representative Council meeting in February.
Representative Council brings together local presidents and leaders from around the province.
Assessing student achievement and reporting that progress to parents is a big part of teachers’ lives today. That’s why, in the last round of collective agreements, ETFO worked hard to increase professional activity days for teachers.