{"id":{"repo_id":"regina","oai_identifier":"oai:uregina.scholaris.ca:10294/3385"},"canonical_url":"https://search.dev.ndltd.org/etd/regina/oai:uregina.scholaris.ca:10294/3385","repository":{"repo_id":"regina","name":"University of Regina","base_url":"https://uregina.scholaris.ca/server/oai/request"},"display":{"title":"An Effective and Critical History of Canada’s National Standardized Testing Program","abstract":"This dissertation explores Canada‟s national large-scale testing program, the School Achievement Indicators Program (SAIP) and its successor, the Pan-Canadian Assessment Program (PCAP) using a methodology built on Foucault‟s theoretical concepts. The product of the research is a critical and effective history of the production of SAIP/PCAP within the Canadian social, political, and economic context. The study considers the work of Canadian scholars and commentators working in the field of largescale testing and the work of those working in aspects of education that are proximal to the field of interest. The research recognizes the key role of the investigator, the critical importance of investigator‟s proximity to the field, her struggles within the field; and it also recognizes the need of the investigator to step away from the obligation to argue a particular perspective. The study also explores standardized testing regimes operating in England and the United States as well as international testing programs to gather the effects of these correlative spaces on the Canadian experience. The outcomes of the research include the production of an understanding of how large-scale standardized testing was produced in Canada, its resultant effects of harmonization on curriculum, and the identification of possible research sites for further inquiry.","abstract_html":"This dissertation explores Canada‟s national large-scale testing program, the School Achievement Indicators Program (SAIP) and its successor, the Pan-Canadian Assessment Program (PCAP) using a methodology built on Foucault‟s theoretical concepts. The product of the research is a critical and effective history of the production of SAIP/PCAP within the Canadian social, political, and economic context. The study considers the work of Canadian scholars and commentators working in the field of largescale testing and the work of those working in aspects of education that are proximal to the field of interest. The research recognizes the key role of the investigator, the critical importance of investigator‟s proximity to the field, her struggles within the field; and it also recognizes the need of the investigator to step away from the obligation to argue a particular perspective. The study also explores standardized testing regimes operating in England and the United States as well as international testing programs to gather the effects of these correlative spaces on the Canadian experience. The outcomes of the research include the production of an understanding of how large-scale standardized testing was produced in Canada, its resultant effects of harmonization on curriculum, and the identification of possible research sites for further inquiry.","abstract_has_math":false,"creators":["Dagenais, Margaret Anne"],"institution":"Faculty of Graduate Studies and Research, University of Regina","degree_name":"Doctor of Philosophy (PhD)","degree_level":"Doctoral -- first","degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":["Ryan, Heather"],"committee_chairs":[],"committee_members":["Brown, Douglas","Hart, Paul","Maeers, Mhairi","Rennie, Morina"],"year":2011,"date_issued":"2011-03-31","date_published":"2011-03-31","updated_at":"2026-07-24T04:03:30Z","subjects":[],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.82465/3974"],"render_values":[{"text":"https://doi.org/10.82465/3974","href":"https://doi.org/10.82465/3974","code":true}]}]},"links":{"outbound_url":"https://hdl.handle.net/10294/3385","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Ryan, Heather"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Brown, Douglas","Hart, Paul","Maeers, Mhairi","Rennie, Morina"]},{"key":"dc:creator","label":"Author","values":["Dagenais, Margaret Anne"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2011-07-04T16:08:13Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2011-07-04T16:08:13Z"]},{"key":"dc:date.issued","label":"Date","values":["2011-03-31"]},{"key":"dc:publisher","label":"Institution","values":["Faculty of Graduate Studies and Research, University of Regina"]},{"key":"dc:type","label":"Dc Type","values":["master thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Doctoral -- first"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Doctor of Philosophy (PhD)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["Faculty of Graduate Studies and Research, University of Regina"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language.iso","label":"Language (ISO)","values":["en"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["https://doi.org/10.82465/3974"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10294/3385"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["A Thesis Submitted to the Faculty of Graduate Studies and Research In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Education, University of Regina. ix, 477 l."]},{"key":"dc:description.abstract","label":"Abstract","values":["This dissertation explores Canada‟s national large-scale testing program, the School Achievement Indicators Program (SAIP) and its successor, the Pan-Canadian Assessment Program (PCAP) using a methodology built on Foucault‟s theoretical concepts. 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