Report from the Field: SETTING STANDARDS FOR A PROVINCIAL LITERACY ASSESSMENT IN SASKATCHEWAN: PREMISES AND PROCEDURES
Abstract
ABSTRACT. As pressures for public accountability mount, and large scale assessment programs multiply across Canada, questions arise about who and how educational standards may he determined assume importance. National and provincial standards are now heing or are about to be defined. This article discusses the assumptions and considerations involved when choosing a standards-setting model for the Saskatchewan provincial assessment program, describes the actual procedure employed, and identifies some of the technical, legal, and reporting issues involved in standards-setting. RÉSUMÉ. À mesure que les pressions de responsabilisation publique augmentent et que les programmes d'évaluation à grande échelle se multiplient au Canada, on commence à élaborer des questions sur qui établit les attentes éducatives et comment. Les auteurs de cet article analysent les hypothèses et les paramètres qui entrent en jeu dans le choix d'un modèle d'établissement des attentes pour le programme d'évaluation de la Saskatchewan; ils décrivent les modalités utilisées et précise certains des problèmes techniques et juridiques que pose l'établissement des attentes.Downloads
Published
1996-04-01
How to Cite
Hunter, D., & Gambell, T. (1996). Report from the Field: SETTING STANDARDS FOR A PROVINCIAL LITERACY ASSESSMENT IN SASKATCHEWAN: PREMISES AND PROCEDURES. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill, 31(002). Retrieved from https://mje.mcgill.ca/article/view/8300
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