Reimagining assessment and evaluation in Ontario’s K-12 schools
dc.contributor.advisor | Barber, Wendy | |
dc.contributor.advisor | van Oostveen, Roland | |
dc.contributor.author | Marchione, Michael | |
dc.date.accessioned | 2022-08-29T19:24:46Z | |
dc.date.available | 2022-08-29T19:24:46Z | |
dc.date.issued | 2022-08-01 | |
dc.degree.discipline | Education | en |
dc.degree.level | Master of Arts (MA) | en |
dc.description.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. | en |
dc.description.sponsorship | University of Ontario Institute of Technology | en |
dc.identifier.uri | https://hdl.handle.net/10155/1498 | |
dc.language.iso | en | en |
dc.subject | Assessment | en |
dc.subject | Empathy | en |
dc.subject | Metacognition | en |
dc.subject | Critical consciousness | en |
dc.subject | Social justice | en |
dc.title | Reimagining assessment and evaluation in Ontario’s K-12 schools | en |
dc.type | Thesis | en |