The general purpose of this program evaluation was to provide formative information to the Education Quality and Accountability Office (EQAO) (and through the office to the Ministry of Education and Training) for improving the Ontario Academic Course Teacher In-Service Program (OAC-TIP). The evaluation was designed and conducted in collaboration with EQAO's Assessment Advisory Committee, representing the key partner organizations, and a steering committee of individuals experienced with the program.
This article discusses a variety of issues associated with the use of holistic and analytic scoring methods in large-scale student assessments. The article reviews the education literature on the subject, describes the results of a recent Saskatchewan study comparing the results of the two scoring approaches, and discusses some of the study's implications for future large-scale assessments.
This article discusses a variety of issues associated with establishing formal standards or expectations for student achievement on large-scale assessment programs. The article reviews the educational literature on the subject of standard-setting methods, describes two approaches to standard setting that have been used in province-wide assessments in Saskatchewan, and evaluates the effectiveness of these approaches.
The purpose of this study was to provide formative information to the Indian and Métis Education Branch of Saskatchewan Education, Training and Employment on its Staff Development Program. The evaluation was designed in cooperation with the Indian and Métis Education Branch and with input from the provincial Indian and Métis Education Advisory Committee. Data for the study were collected by means of questionnaires, telephone surveys, group interviews, on-site visits, and document analyses. The evaluation provided information on the extent to which the program has met its objectives.