Tests of­fer ad­di­tional data for par­ents


The Hamilton Spectator - - Comment -

How would one react if doc­tors de­cided to ig­nore health tests be­cause they ex­pected dif­fer­ent re­sults? Why do so many in ed­u­ca­tion avoid in­ves­ti­gat­ing the real causes of poor achieve­ment in lit­er­acy and numer­acy by ele­men­tary and sec­ondary school stu­dents? Why has no one stepped up to the plate to ex­plain the fol­low­ing sta­tis­tics: The per­cent­age of stu­dents un­able to reach the pro­vin­cial stan­dard on EQAO tests: Grade 9 aca­demic math, close to 20 per cent; Grade 9 ap­plied math, more than 50 per cent; Grade 6 math, close to 50 per cent; Grade 3 math, close to 40 per cent; Grade 3 read­ing and writ­ing, close to 30 per cent; Grade 6 read­ing and writ­ing, 20 per cent?

Par­ents should be very sus­pi­cious when read­ing re­port cards. They should ask prin­ci­pals and teach­ers to ex­plain why sud­denly in June their chil­dren are pro­moted to the next level when year-round as­sess­ment and eval­u­a­tion in­di­cated lim­ited knowl­edge of con­tent, lim­ited un­der­stand­ing of ba­sic con­cepts and lim­ited ef­fec­tive­ness in com­mu­ni­ca­tion and ap­pli­ca­tion. What hap­pened in the last month of school? Can you imag­ine a doc­tor telling you that you are in splen­did health on the ba­sis of neg­a­tive tests?

EQAO tests of­fer par­ents and stu­dents an ad­di­tional source of data to gauge the as­sess­ment and eval­u­a­tion given by teach­ers.

Pierre Drouin, An­caster

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