Canadian+Context


 * Home || Introduction || Purpose of Assessment || Canadian Context || Standardized Testing || Assessment For Learning || Additional Resources || Discussion Question ||



[]

Highlights from: Volante, L. (2008). Equity in multicultural student assessment. //The Journal of Educational Thought, (42)//1, 11-26. =Equity=

1. Research finds standard-based reforms and large scale assessment programs implemented within multicultural groupings are unfair. 2. Fairness in large-scale assessment will only occur when equity is viewed as a multi-faceted construct. 3. Equity is based on four interrelated issues: 1. technical quality, 2. reporting, 3. utilization and 4. educational opportunity. =Large-Scale Assessment=

1. Advocates feel strongly that achievement testing results improve instructional approach within schools. 2. Currently all states, provinces and territories within North America with the exception of PEI, administers large-scale assessment measures. 3. These tests influence curriculum and pedagogy profoundly. i) For example: In Canada 30%-50% of the final grade in a subject will be the results of the final exams. Some places had introduced merit-based pay incentives for test scores so these schools are devoting excessive amounts of time on test content at the expense of other areas of the curriculum (Volante, p. 12). 4. Results of the large-scale assessment programs which were meant to correct inequities in the system have had a somewhat opposite effect and has led to negative consequences. =Negative Effectiveness:=

1. Studies have shown that the large-scale tests have had an unintended negative effect on multi-cultural groups through North America. One such effect is the greater narrowing of curriculum in schools serving high numbers of multicultural students (p. 13). 2. In some States students are retained for a year before being given the tests in hopes of raising the scores. Unfortunately, the results have raised drop-out rates in that extra year and haven’t proven increased learning. 3. High school drop-out rates in some Canadian provinces (Ontario and Alberta) have risen, as well. (Volante, 2007) 4. Because the low performing schools are often located in distressed urban areas, it is difficult to recruit and retain creative and talented teachers and administrators (Berlak, 2001). i) For example: 2/3’s of the Latino, African-American, and Native American eighth-grade math students in the USA have teachers who do not have an undergraduate degree in mathematics. 5. Assessing and evaluating the progress of students from diverse racial and ethnic groups is complicated by the language differences, learning styles and culture (Volante, p. 14). 6. Large-scale assessment programs that are reliable, valid and include multiple measures are still unfair when utilized for high-stakes decisions. e.g. Whether or not a student should graduate based on a poor score. 7. Test results should not be used to assess a student as having a disablility. 8. Sadly, multicultural students are less likely to pass exit exams and are more likely to be put into special disability classes (Volante, p. 16). =Assessment Data:=

1. Using assessment data to classify a school is problematic too. 2. Great pressure is put upon schools to raise the bar when their results are made public through newspapers, etc. Even cheating occurs with the teacher’s assistance! 3. When assessment results are utilized to improve instruction, staff development, school organization, resource and community engagement, then they are purposeful. (Volante p.17) 4. There is a common world link that high socioeconomic status and achievement results in higher test scores. For example Apparently African-American test-takers are 3.5 times more likely to fail than Whites. (p. 17) =Educational Opportunity:=

1. Students living in more affluent areas have school districts that have more money and therefore more resources. The results are not fair in comparison to the inner-city or small community schools where funds and experience teachers are minimal. 2. Alberta and Ontario are seen as having higher results on standardized testing because they have more resources than say, other provinces. 3. It is important that at-risk multicultural groups are encouraged to form high aspirations within a supportive learning environment. (Volante, p. 19) 4. Home-related factors also impact student achievement. e.g. Students of higher-educated parents tend to be higher achievers. 5. Value–added assessment considers family background and emphasizes the degree of progress in students before making judgments. 6. Not all children begin the "achievement" race at the same start line. 7. Over-reliance on traditional large-scale assessment measures must be cautioned when considering the more “vulnerable” child. 8. Policy makers need to observe various forms of data of students work in order for the data to be used to better represent student achievement. =Conclusion:=

“Performance-based measures and other forms of curriculum-embedded assessment must be incorporated into existing accountability frameworks” (Volante, 2008, p. 20). Assessment, design, administration, analysis and reporting must be informed when considering multicultural students in and outside of schools.