{"id":{"repo_id":"uoit","oai_identifier":"oai:ontariotechu.scholaris.ca:10155/1498"},"canonical_url":"https://search.dev.ndltd.org/etd/uoit/oai:ontariotechu.scholaris.ca:10155/1498","repository":{"repo_id":"uoit","name":"Ontario Institute of Technology","base_url":"https://ontariotechu.scholaris.ca/server/oai/request"},"display":{"title":"Reimagining assessment and evaluation in Ontario’s K-12 schools","abstract":"This study explores the provincial document of Growing Success (Ontario Ministry of Education, 2010) for Ontario’s K-12 schools, interrogates recent literature since 2010, and examines the current themes that emerged surrounding assessment and evaluation, in order to suggest possible directions for a potential new framework that is research-based and founded in the literature. An initial framework is proposed by the researcher that shapes the keyword searches of the data collection. Using template analysis, a form of metasynthesis analysis, the researcher uses nVivo to identify and code major themes in a body of literature since the implementation of Growing Success (Ontario Ministry of Education, 2010). Resulting from this template analysis, iterations are made to the initial framework as a suggested new framework for assessment and evaluation. The findings of this study consider curriculum design, the role of educators, learning environments, narrative documentation, and social justice & equity as central themes for this framework.","abstract_html":"This study explores the provincial document of Growing Success (Ontario Ministry of Education, 2010) for Ontario’s K-12 schools, interrogates recent literature since 2010, and examines the current themes that emerged surrounding assessment and evaluation, in order to suggest possible directions for a potential new framework that is research-based and founded in the literature. An initial framework is proposed by the researcher that shapes the keyword searches of the data collection. Using template analysis, a form of metasynthesis analysis, the researcher uses nVivo to identify and code major themes in a body of literature since the implementation of Growing Success (Ontario Ministry of Education, 2010). Resulting from this template analysis, iterations are made to the initial framework as a suggested new framework for assessment and evaluation. The findings of this study consider curriculum design, the role of educators, learning environments, narrative documentation, and social justice & equity as central themes for this framework.","abstract_has_math":false,"creators":["Marchione, Michael"],"institution":"University of Ontario Institute of Technology","degree_name":"Master of Arts (MA)","degree_level":null,"degree_discipline":"Education","degree_department":null,"school":null,"contributors":[],"advisors":["Barber, Wendy","van Oostveen, Roland"],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-08-01","date_published":"2022-08-01","updated_at":"2026-07-24T05:35:22Z","subjects":["Assessment","Empathy","Metacognition","Critical consciousness","Social justice"],"languages":["en"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10155/1498","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Barber, Wendy","van Oostveen, Roland"]},{"key":"dc:creator","label":"Author","values":["Marchione, Michael"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2022-08-29T19:24:46Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2022-08-29T19:24:46Z"]},{"key":"dc:date.issued","label":"Date","values":["2022-08-01"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Master of Arts (MA)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Ontario Institute of Technology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Assessment","Empathy","Metacognition","Critical consciousness","Social justice"]}]},{"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.uri","label":"Identifier URI","values":["https://hdl.handle.net/10155/1498"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study explores the provincial document of Growing Success (Ontario Ministry of Education, 2010) for Ontario’s K-12 schools, interrogates recent literature since 2010, and examines the current themes that emerged surrounding assessment and evaluation, in order to suggest possible directions for a potential new framework that is research-based and founded in the literature. 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