Abstract

Large-scale provincial assessment is an integral part of schooling across Canada. The effect that these assessments have on classroom teaching remains an under-examined aspect of provincial policies. The study upon which this paper is based sets out to quantify the type and level of effect assessments have on teaching professionals using a survey instrument that was distributed to teachers in all provinces. The subjects and grades tested vary across the provinces, as does the manner of assessment, yet this national study did identify both commonalities and contrasts in how teachers react to testing data. The theoretical framework is based upon the concept of reactivity which posits that external evaluation changes the behaviours of the actors within audited systems. Of particular interest in the educational context were the changes in instructional practice that correlate with ‘teaching to the test’ or strategies employed specifically to improve test scores, whereas overall learning might not be improved. These practices are widespread across Canada, across grade levels and subject areas. Two highly significant factors were: (a) the presence of high-stakes exit examinations; and (b) the amount of pressure teachers perceived from the testing process. Teaching to the test is highly evident and in some cases strongly correlated with factors controlled by provincial assessment policy.