Reimagining assessment and evaluation in Ontario’s K-12 schools

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.

Name thesis:degree_name

Master of Arts (MA)

Discipline thesis:degree_discipline

Education

Grantor

University of Ontario Institute of Technology

Year dc:date.issued

2022

Author dc:creator

• Marchione, Michael

Advisors dc:contributor.advisor

• Barber, Wendy
• van Oostveen, Roland

• Assessment
• Empathy
• Metacognition
• Critical consciousness
• Social justice

Language dc:language.iso

en

Handle dc:identifier.uri

https://hdl.handle.net/10155/1498

OAI identifier oai:identifier

oai:ontariotechu.scholaris.ca:10155/1498