A Hamilton Wentworth Catholic District School Board (HWCDSB)
release on Sept. 18, 2013, stated that the EQAO literacy results continue to
improve but the math scores have worsened in all the grades tested (grades 3, 6
and 9). These worsening EQAO math results are actually reflected throughout the
province. This raises several questions and areas for reflection. I have seen
several opinions and discussions put forth as explanations. One suggestion I
found interesting is the notion that the teacher’s own knowledge of math has
become weaker and this is reflected in the EQAO math scores. I think that in
the past several years most board have undertaken professional development in
math, purchased new resources and manipulatives and implemented identified best
practices. If so, I think this underlies a point made by several students in
this class in their discussions, namely that there are many wonderful resources
and aids available as we’ve seen but the bottom line is that the “teacher”
still has to teach. Another point to consider is a review of the math
curriculum in general. Are we teaching to get good EQAO scores as this implies
good knowledge and understanding? Are we teaching to develop life-long problem
solving skills that will extend beyond math and help students in their future
career? Are we doing both? A can of worms to ponder.
There was an article in the Globe and Mail "Ontario teachers need better math training, minister says" on Aug. 28, 2013 that addresses these issues. http://www.theglobeandmail.com/news/national/education/ontario-testing-shows-dip-in-student-math-skills-for-fifth-year-in-a-row/article13996303/
ReplyDeleteStandardized tests don't give the whole picture. They can be usefull but should not be the only measure of learning.
I think that this trend makes perfect sense. As society moves forward into an age more and more linked to electronics, we will lose our dependence on our own personal knowledge or thinking process. Math is becoming widely regarded as a course that can be beneficial only at a high end level. The intermediate level mathematics that we want to teach is undervalued since it has been featured in your smartphone or tablet. Computer programming has also overwritten the need for many to understand the complex mathematics that run it. This is creating a disassociation between those who design what we use and those who use it. As this gap increases, we will eventually become little more than slaves to our crutches.
ReplyDeleteThere is some value in recognizing there are many factors that impact the overall outcomes in terms of EQAO results and other forms of standardized testing. The changing needs and uses of math in our everyday lives, the real value for the students in understanding that the knowledge we transfer to them makes sense and is applicable to their daily lives. I strongly believe today’s students question everything with what is the use or benefit for them. If the learning experiences are well connected and authentic, they are accepted more readily and more effort is invested in acquiring this knowledge. Thus there is a need to revisit curriculum design. However for the effective use of technology and gadgets, as we all experience in our everyday lives we still need the foundation of mathematics and a well established knowledge base. As educators I feel we have to reach out and communicate in ways that our students can relate to. Yes there are many good resources, but in the end of the day it is the teacher in the class that can make the students love or despise a subject. We all may remember the teachers in our lives that influenced our future endeavors.
ReplyDeleteI think there are three main factors causing the OSSLT scores to be higher than the Math EQAO scores.
ReplyDeleteI don't necessarily think that teachers are having less knowledge of math, as you stated there has been a lot of professional development lately for math. I think it might be that most teachers have less experience with EQAO Math scoring than they do EQAO Literacy scoring. Every April and July over a thousand (very rough estimate) teachers from all over the province go to Toronto to score for EQAO. These teachers are from a range of backgrounds, not just English Teachers. Besides, the pay and for those of us in Northwestern Ontario a free flight down south, many teachers apply to work for EQAO so that they have a better understanding of the way that it is scored. I have scored for the OSSLT four times, and I feel confident that I understand the expectations of the test and what is needed to help a student succeed. Many teachers are able to teach to the test because they have a great background in it. From what I noticed (if I'm wrong correct me) less teachers are hired to score the math tests, because it does not take as many days to score. Perhaps less teachers having experience scoring the math EQAO could be one of the factors in students being less successful at it.
What I think is probably the bigger factor playing a rule, is the importance placed on the OSSLT verses the Math EQAO. I witness this difference in a few ways. When results are discussed, it is usually the OSSLT that gets more time in the discussion than Math. Also, more time is usually spent preparing students for the OSSLT. In many schools, there is withdrawal support focused on preparing students at risk of failing, but less support for student preparing for Math. Another way the value of each test is shown is by a whole day being dedicated for the OSSLT, however, the Math EQAO test is just written on a regular school day. I think this displays a different importance for the students.
What I think is the biggest factor is that students know that passing the OSSLT is required for graduation. Since students know that they have to pass the OSSLT or they have to redo it the next year, I think they put more effort into the OSSLT.