Decolonizing educational assessment : Ontario elementary students and the EQAO
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This book examines the history of standardized testing in Ontario leading to the current context and its impact on racialized identities, particularly on Grade 3 students, parents, and educators. Using a theoretical argument supplemented with statistical trends, the author illuminates how EQAO tests are culturally and racially biased and promote a Eurocentric curriculum and way of life privileging white students and those from higher socio-economic status. This book spurs readers to further question the use of EQAO standardized testing and challenges us to consider alternative models which serve the needs of all students.
This book examines the history of standardized testing in Ontario leading to the current context and its impact on racialized identities, particularly on Grade 3 students, parents, and educators. Using a theoretical argument supplemented with statistical trends, the author illuminates how EQAO tests are culturally and racially biased and promote a Eurocentric curriculum and way of life privileging white students and those from higher socio-economic status. This book spurs readers to further question the use of EQAO standardized testing and challenges us to consider alternative models which serve the needs of all students.
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Content Note
Chapter 1: My Spiritual Journey as an Educator -- Connecting with Nature and Animals in the Early Years -- Immigrating to Canada from Iran -- Growing Up in Toronto -- Shaping My Philosophy and Approach to Teaching and Learning -- Gravitating Towards Studying the Impact of EQAO Standardized Testing -- Chapter 2: Elementary Standardized Testing on the Bubble: To Eliminate or Maintain? -- Effects of Standardized Testing: Pros and Cons -- Grade 3 EQAO Standardized Testing: A Developmental Perspective -- Chapter 3: Royal Commission on Learning and the Birth of EQAO and the Accountability Movement in Ontario EQAO Establishment and Evolution: Normalization of Standardized Testing Culture -- Implementation of Large-Scale EQAO Standardized Testing in Ontario -- Differences Between High-Stakes and Low-Stakes Standardized Tests -- Governing Structure of EQAO -- Grade 3 EQAO Provincial Results and Five-Year Patterns -- Chapter 4: Inequality of Opportunity: Experiences of Racialized and Minoritized Students -- Race(ing) to the Top: Educational Achievements of Racialized Students and Inequitable Accessibility to Opportunities School-Community Interface -- Chapter 5: Symbiotic Relationship Between Curriculum, Tyler Rationale, and EQAO Standardized Testing -- Historical Overview of What Constitutes as Curriculum -- Philosophical Underpinnings of the Tyler Rationale and Its Role in Development of the Ontario Curriculum and Use of Standardized Testing in Schools -- Chapter 6: EQAO Results and School Rankings --The Fraser Institute: Ranking of Schools and Correlation with Property Values -- Monetary Costs of Administrating EQAO Standardized Tests -- Teacher Unions Opposing Standardized Testing -- Chapter 7: Understanding the Research Approach and the Data -- Methodology and Research Paradigm: Critical Theory and Critical Race Theory -- Methods; Instrument of Data Collection: Semi-Structured Interviews -- Participant Selection, Criteria, and Sample Size -- Recruitment of Participants -- Ethics, Informed Consent, and Confidentiality --The Interview: Location and Duration; Data Analysis -- Credibility, Dependability, and Transferability -- Significance and Limitations --References -- Chapter 8: Invisible Scars and Traumatizing Effects of Standardized Testing: Voices of Grade 3 Children, Parents, and Educators -- Biographical Sketch of Participants -- Laila -- Deshaun; Jordan; Kobe; Madison; Malcolm; Christopher; Chantel; Themes and Findings; Finding #1; Implications; Recommendations; Finding #2; Finding #3; Implications; Recommendations; Finding #4; Implications -- Recommendations -- Finding #5 -- Finding #6 -- Implications -- Recommendations -- Finding #7 -- Implications -- Recommendations -- References -- Chapter 9: External Assessment as Stereotyping -- Critical Race Theory Revisited -- Finding #8.