Abstract:

This study explores the provincial document of Growing Success (Ontario Ministry of Education, 2010) for Ontario, Canada’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. Education is a multifaceted, complex system, and the experiences of each individual can vary throughout their learning journey. Assessment and evaluation are key elements of this system. While events like the COVID-19 pandemic may have led to shifts in practice, longstanding assessment practices have remained in education for centuries (Blum, 2020; Crooks, 1993; Kohn, 1994). The province of Ontario, Canada implemented the Growing Success (Ontario Ministry of Education, 2010) document over a decade ago, with the goal of “enabling all students to reach their full potential and to succeed” (p. 1). It may be time to consider what the next iteration of Growing Success (Ontario Ministry of Education, 2010) could look like and develop an understanding of learning and success for each learner. Parker (2019) argued that Growing Success (Ontario Ministry of Education, 2010) perpetuates neoliberal and neoconservative ideologies. Neoliberalism can be defined as economic, moral, and social systems that support capitalism and those of a higher socioeconomic status (Dale & Hyslop-Margison, 2004). Neoconservative ontology often reflects traditionalist values and the notion that there is absolute truth and clear ideas of right and wrong (Pinto, 2012). These ideologies may have influenced the value of standardized testing results and graduation rates as measures of success (Parker, 2019). As we navigate the next decades of educational development, students may need to develop new skills and competencies. Some would posit that we are in a Fourth Industrial Revolution (4IR), and as a result, there are changing competencies and skills that employers and institutions increasingly seek (Giammarco et al., 2020; Gray, 2016; Voogt et al., 2013; Waddell et al., 2018). These skills such as creativity, problem-solving, negotiation and critical thinking, have been suggested by numerous stakeholders in industry as potential competencies needed by students as they emerge from K-12 years, and should be reflected in policies and practices of assessment and evaluation (Gray, 2016; Schwab, 2018; World Economic Forum, 2016).

Keywords:

Assessment, Evaluation, Empathy, Metacognition, Critical consciousness, Social justice.