director’s office eqao assessments of reading, writing, and … · 2018-09-24 · and teaching....

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EQAO Assessments of Reading, Writing, and Mathematics:

Primary Division (Grades 1-3) and Junior Division (Grades 4-6)

2017-2018

Overview of Results

September 2018

Research & Accountability Director’s Office

putting research into practice

Writing

Reading

Mathematics

http://peelschools.org/Pages/default.aspx

Peter Joshua, Director of Education Poleen Grewal, Associate Director of Instructional and Equity Support Services

Research and Accountability Department

Kim Bennett, M.Sc.

Research Officer

Paul Favaro, Ph.D.

Chief Research Officer

Marija Glisic, Ph.D.

Research Officer

Pat Hare

Administrative Assistant

Jeffrey Napierala, Ph.D.

Statistical Data Analyst

Aimee Wolanski, Ed.D.

Research Officer

Suggested Citation: Peel District School Board. (2018, September). EQAO assessments of reading,

writing, and mathematics: Primary division (grades 1-3) and junior division (grades 4-6) 2017-2018:

Overview of results. Mississauga, ON: Author.

© Peel District School Board

TABLE OF CONTENTS

EQAO Assessments of Reading, Writing, and Mathematics: 2017-2018

Primary Division (Grades 1-3) and Junior Division (Grades 4-6)

Introduction............................................................................................................................................... 2

Contextual Information ........................................................................................................................... 5

Overall Achievement for the PDSB – Detailed Results ....................................................................... 6

Primary and Junior Divisions – Trends over Time .............................................................................. 8

Primary and Junior Divisions – Gender – Trends over Time .......................................................... 10

English Language Learners (ELLs) – Trends over Time ................................................................... 12

Students with Special Education Needs (excluding identified gifted) – Trends over Time ....... 14

Primary Division – French Immersion (FI) Students – Trends over Time ..................................... 16

EQAO Results and Socioeconomic Vulnerability Index (SVI) ......................................................... 17

Grade 3 and Grade 6 Student Questionnaire Results by Gender .................................................... 18

A

B

C

D

I

G

F

E

H

J

75%

EQAO Assessments of Reading, Writing, and Mathematics

2017-2018

Percentage of students at or above the provincial standard

75%

0%

Province

Primary Division

How did the Peel District School Board’s results

compare to the province?

2% higher

60%

61%

49%

49%

72%

72%

82%

80%

83%

82%

Junior Division

1% higher

1% lower

0%

0%

EQAO Assessments of Reading, Writing, and Mathematics – Primary and Junior Divisions 2017-2018 2

Research & Accountability – Director’s Office September 2018

This report contains an overview of the 2017-2018 Education Quality and Accountability Office

(EQAO) provincial assessments in reading, writing, and mathematics for the primary and junior

divisions for the Peel District School Board and the province. It brings together the information

regarding what EQAO has learned over the past year about student learning in Ontario. Copies of the

full Provincial Report can be downloaded from EQAO’s website, which is located at

http://www.eqao.com.

About

EQAO is an independent, arm’s length agency of the provincial government that provides

parents/guardians, teachers, and the public with reliable and valid information about student

achievement. EQAO reports provide information for improvement, which educators,

parent/guardians, policy makers, and others in the education community can use to improve learning

and teaching.

EQAO develops and implements provincial assessment programs for primary, junior and secondary

school students in Ontario. EQAO assesses all students in Grade 3 and Grade 6 in reading, writing

and mathematics. EQAO also administers two secondary school assessments: Grade 9 Assessment of

Mathematics and the Ontario Secondary School Literacy Test (OSSLT).

Key Benefits of EQAO Assessments* EQAO assessments provide data, information, and insights on student achievement for individual

students and multiple system levels.

Students know more about how well they are doing in reading, writing and/or mathematics and what

they need to do in order to improve.

Teachers and principals have more feedback on how well students are meeting the expectations in the

provincial curriculum and how effectively teaching strategies and school programs are meeting

students’ needs.

Parents/Guardians are more familiar with the expectations in the provincial curriculum and better

informed about their children’s achievement and progress.

Ontarians have accurate and objective information about student achievement and education quality

in the publicly funded education system.

*Excerpt from: http://www.eqao.com/en/about_eqao/about_the_agency/Pages/GeneralQuestions.aspx_Lang=E.aspx

Introduction A

http://www.eqao.com/

http://www.eqao.com/en/about_eqao/about_the_agency/Pages/GeneralQuestions.aspx_Lang=E.aspx

http://www.eqao.com/



About the Primary and Junior Division Assessments

The primary and junior assessments measure how well students have met the provincial expectations

in The Ontario Curriculum in reading, writing, and mathematics at the end of the primary division (up

to the end of Grade 3) and the junior division (up to the end of Grade 6).

EQAO assessments are “large-scale” assessments which measure student achievement across the

province at critical times in students’ school careers. These summative assessments present a

snapshot of student learning and achievement by having students demonstrate their knowledge and

skills independently on standardized tasks and under standardized conditions. Students demonstrate

their knowledge and skills by answering two different types of questions: multiple-choice and open-

response.

Please note that due to teacher job action, the Primary Division and Junior Division EQAO

Assessments were not written in the 2014-2015 school year.

In the reading assessment, students read a variety of fiction and non-fiction

materials, including narrative texts, non-narrative informational texts, graphic

texts, and poems. Students demonstrate their understanding of explicit (directly

stated) and implicit (implied ideas) meanings of the texts. They show how they

can extend their understanding of the text to their personal knowledge and

experience.

In the writing assessment, students develop, support, and organize their

ideas in long writing formats (e.g., stories or letters) and short writing formats

(e.g., descriptions, paragraphs, procedural directions, advertisements). They

demonstrate their ability to use proper language conventions and communicate

effectively in their writing.

In the mathematics assessment, students are asked to apply concepts and

procedures, use a variety of appropriate strategies to solve problems, and

communicate their mathematical thinking (“Show Your Work”, “Justify Your

Thinking”). The mathematics assessment is based on the knowledge and skills

in the five mathematics strands: Number Sense and Numeration, Geometry and

Spatial Sense, Measurement, Patterning and Algebra, and Data Management

and Probability.

Questionnaires EQAO conducts student, teacher and principal questionnaires to collect contextual data as well as,

information about attitudes and behaviours regarding literacy and mathematics, and instructional

practices.



EQAO Scoring and Reporting

Written responses are carefully and systematically scored by specially trained educators using rubrics

specific to each open-response item. The scoring is rigorously monitored to ensure that it is objective,

consistent, and reliable. Multiple-choice items are machine scored.

(See EQAO: Ontario’s Provincial Assessment Program, Its History and Influence, page 15) http://www.eqao.com/en/about_eqao/about_the_agency/communication-docs/EQAO-history-

influence.pdf#search=written%20responses%20are%20carefully%20and%20systematically%20scored

EQAO reports student achievement in reading, writing, and mathematics using a four-level scale.

EQAO has aligned its four levels of achievement to those of the Ontario Provincial Report Card,

Grades 1-8.

Achievement results in this report are expressed as the number of students achieving at each level as a

percentage of ALL students in the grade. This includes students who were exempted, for whom there

were no data, and students who did not have enough evidence for Level 1 (NE1).

EQAO results are reported at multiple levels. Click the links below.

,

LEVELS OF ACHIEVEMENT

Level 4 The student has demonstrated the required knowledge and skills.

Achievement surpasses the provincial standard.

Level 3 The student has demonstrated most of the required knowledge and skills.

Achievement is at the provincial standard.

Level 2 The student has demonstrated some of the required knowledge and skills.

Achievement approaches the provincial standard.

Level 1 The student has demonstrated some of the required knowledge and skills in limited ways.

Achievement falls much below the provincial standard.

NE1 Not Enough Evidence for Level 1 is used when students did not demonstrate enough

evidence of knowledge and understanding to be assigned Level 1.

No Data Students who did not have a result due to absence or other reasons.

Exempt Students who were formally exempted from participation in one or more components of the

assessment.

Province Students (sample report)

Schools School Boards

http://www.eqao.com/Research/pdf/E/ON_ProvAssessmentPgm_9612_eng.pdf

http://www.eqao.com/en/about_eqao/about_the_agency/communication-docs/EQAO-history-influence.pdf%23search=written%20responses%20are%20carefully%20and%20systematically%20scored

http://www.eqao.com/en/about_eqao/about_the_agency/communication-docs/EQAO-history-influence.pdf%23search=written%20responses%20are%20carefully%20and%20systematically%20scored

http://www.eqao.com/en/assessments/results/Pages/results.aspx




http://www.eqao.com/en/assessments/results/Pages/provincial-report-elementary-2018.aspx

http://www.eqao.com/en/assessments/primary-division/DMA-docs/sample-individual-student-report-primary.pdf






























Peel District School Board Province

Grade 3 Grade 6 Grade 3 Grade 6

Enrolment

All students 11 293 11 928 132 656 132 766

Number of schools 171 100 3 289 3 122

Participation in the Assessment (*excludes “no data” and “exempt”)

Participating students* 10 951 11 628 128 792 129 120

Exempted in all 3 subjects 2% 2% 2% 2%

No data (absent or other reasons) 1% 1% 1% 1%

Received one or more accommodations (students with an IEP and ELLs)

20% 13% 17% 16%

Gender**

Female 49% 48% 49% 49%

Male 51% 52% 51% 51%

Student Status**

English language learners 56% 39% 13% 11%

Students with special education needs (excluding identified gifted)

11% 17% 18% 22%

Place of Birth**

Born in Canada 79% 78% 89% 87%

Born outside of Canada 21% 22% 10% 12%

In Canada less than one year 2% 2% 1% 1%

In Canada one year or more but less than three

years 5% 4% 3% 2%

In Canada three years or more 13% 16% 6% 9%

Language **

First language learned at home was other than

English 53% 54% 22% 23%

**Based on information provided by schools and/or boards through the Student Data Collection process.

Contextual Information B



2% 1% <1% 1%

23%

69%

4%2% 1% <1% 1%

24%

69%

3%

Exempt No Data NE1 Level 1 Level 2 Level 3 Level 4

2% 1% 1%6%

29%

48%

13%

2% 1% 1%5%

30%

49%

12%


DETAILED RESULTS Percentage of All Students at All Levels

C

Province

Re

ad

in

g

Writin

g

Ma

th

em

atic

s

Primary Division

2% 1% <1% 2%

19%

57%

18%

2% 1% 1% 3%

19%

57%

18%


At or Above

Provincial Standard



2% 1% <1% 2%

13%

69%

14%

2% 1% <1% 1%

14%

69%

13%


2% 1% 1%

17%

30%37%

12%

2% 1% 1%

17%

31%36%

13%


2% 1% <1% 1%

14%

56%

25%

2% 1% <1% 1%

16%

60%

20%


DETAILED RESULTS Percentage of All Students at All Levels

C

Province

Junior Division

Re

ad

in

g

Writin

g

Ma

th

em

atic

s

At or Above

Provincial Standard



70% 72% 74% 75%

71% 73%76% 75%

N/A

78% 74% 73% 72%

78%76% 75%

72%

67% 63% 62% 61%

66%

61%63%

60%

N/A

TRENDS

5 years

TRENDS OVER TIME Percentage of All Students At or Above the Provincial Standard D

Reading

Writing

Province

Mathematics

Province

Province

PDSB

Reading results in the

PDSB and the

province have

increased over time.

Over the past five

years, the PDSB’s

results have been

above or the same as

the province.

Writing results in the

PDSB and the

province decreased

over the past five

years. The PDSB’s

results have been

above or the same as

the province.

Mathematics results

in the PDSB and the

province have

decreased over time.

The PDSB’s results

have been similar to

the province over the

last five years.

Primary Division

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

Province

1 year

5 years

1 year

5 years

1 year

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

N/A

N/A – Not Available

Please note that due to teacher job action, the Primary and Junior

EQAO Assessments were not written in the 2014-2015 school year.



79% 81% 81% 82%

78%81% 82% 83%

N/A

78% 80% 79% 80%

79%82% 81% 82%

N/A

54% 50% 50% 49%

52%50% 49% 49%

N/A

I

Mathematics results

for the PDSB and the

province have


In 2017-2018, the

PDSB’s results

remained the same as

the previous year

whereas the province

decreased by 1%.

TRENDS OVER TIME Percentage of All Students At or Above the Provincial Standard

D

Province

Province

Province

Junior Division

Reading results in

the PDSB and the

province have

increased over time.

The PDSB’s results

have been similar to

the province over

the past 5 years.

Reading

Writing

Mathematics

Writing results in the

PDSB and the

province have

increased slightly

over time. Over the

past five years, the

PDSB’s results have

been above the

province.

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

TRENDS

5 years

PDSB

Province

1 year

5 years

1 year

5 years

1 year



GENDER GAP Females - Males



GENDER – TRENDS OVER TIME Percentage of All Students At or Above the Provincial Standard

1%N/A

1%-1%

0%

66%

62% 62%60%

65%

61% 63%60%

E

9% N/A 7% 9% 8%

75%77%

81%79%

66%

70% 72% 71%

Reading

Females

Males

Females

Males

Writing

Mathematics

Females

Males

Reading results for both

females and males have

increased over the past five

years.

Males performed at lower

levels compared to females.

The gender gap has been

relatively constant over time,

between 7% to 9%.

Writing results have been

decreasing over time. In

2017-2018, females were 4%

lower than last year. Males

performed at lower levels

compared to females.

However, in 2017-2018, the

gender gap decreased

from 13% to 11% compared

to the previous year.

Mathematics results for both

females and males have

declined over the past five

years. Except in 2016-2017,

males increased by 2% from

the previous year (61% to

63%).

The gender gap is the

smallest in mathematics,

between -1% to 1%.

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

12% N/A 12% 13% 11%

84%82% 82%

78%

72%70% 69%

67%

Primary Division

For provincial gender results,

see the EQAO report.

http://www.eqao.com/en/assessments/results/Pages/latest-grade-3-results.aspx







GENDER – TRENDS OVER TIME Percentage of All Students At or Above the Provincial Standard

3%

N/A -1% -1%1%

54%

49% 49% 49%51%

50% 50% 48%

10% N/A 9% 10% 9%

83%

86%88% 88%

73%

77%78%

79%

E

Reading

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

Reading results for both females

and males have increased over

the past five years. Males

performed at lower levels


The Junior results are higher

than the Primary results for

both females and males.

The gender gap has remained

relatively constant over time,

between 9% to 10%.

Females

Males

0 0 0 0 0

16%

N/A

13% 11% 12%

87%89%

87% 88%

71%

76% 76% 76%

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

Writing results for both females

and males have remained

relatively constant over time.

Males performed at lower levels


The gender gap in Junior

Division writing (11% to 16%) is

greater than in reading and

mathematics.

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

Females

Males

Mathematics results for both

females and males have been

decreasing over the past five

years. The greatest gap was in

the 2013-2014 school year.

The gender gap is the least in

mathematics compared to

reading and writing, between

-1% to 3%.

Writing

Mathematics

Females

Males

Junior Division

For provincial gender results,

see the EQAO report.





65% 68% 69% 68%

70%73%

76% 75%

N/A

75% 72% 70% 68%

79%77% 76%

73%

N/A

64% 60% 59% 56%

69%

62% 64%61%

ENGLISH LANGUAGE LEARNERS (ELLs) – TRENDS OVER TIME Percentage of All Students At or Above the Provincial Standard

F

Reading

Writing

Mathematics

Primary Division

Province

Province

Province

Reading results

have been

increasing over

time. In 2017-2018,

there was a slight

decrease for both

the PDSB and

province. For the

past five years,

PDSB results have

been above the

province.

Writing results

have been

decreasing over the

past five years.

PDSB results have

been above the

province for the

past five years.

Mathematics results

have been

decreasing over the

past five years.

There was an

increase in the

PDSB results in

2016-2017. PDSB

results have been

above the province.

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

TRENDS

5 years

PDSB Province

1 year

5 years

1 year

5 years

1 year N/A



70% 73% 73% 73%

76% 78% 79% 78%

75% 76% 74% 74%

79% 80% 79% 78%

51% 46% 44% 43%

53%

44% 44%41%

N/A

TRENDS

ENGLISH LANGUAGE LEARNERS (ELLs) – TRENDS OVER TIME Percentage of All Students At or Above the Provincial Standard F

Junior Division

Province

Province

Province

Reading

Writing

Mathematics

Results in reading

have been relatively

constant over the

past three years.

PDSB’s reading

results have been

above the province.

.

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

5 years

1 year

5 years

1 year

5 years

1 year

PDSB Province

N/A

N/A

Mathematics results

for both the PDSB

and the province

have decreased

over the past five

years. For 2017-

2018, PDSB results

are below the

provincial results.

Results in writing

for the PDSB and

the province have

remained relatively

constant over the

past five years.

PDSB results have

been above the

province.



33% 0% 29% 29% 29%

25%

0%

19% 18% 17%

N/A

57% 0% 53% 54% 51%

43%

0%

38% 38%35%

N/A

40% 0% 43% 43% 46%

35%

0%

35% 34% 32%

N/A

2013-2014 2015-2016 2016-2017

TRENDS

Reading

Writing

Mathematics

Reading results in

the PDSB have

decreased over the

past two years. Over

the past five years,

the PDSB has been

below the province.

Mathematics results

in the PDSB have


Over the past five

years, the PDSB has

been below the

province.

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

2014-2015 2017-2018

5 years

1 year

5 years

1 year

5 years

1 year

PDSB Province

Province

Province

Province

*excluding identified gifted

Students with Special Education Needs* – TRENDS OVER TIME Percentage of All Students At or Above the Provincial Standard

Primary Division G

Writing results in

the PDSB have

decreased over

time. Over the

past five years, the

PDSB results have

been below the

province.



Students with Special Education Needs* – TRENDS OVER TIME Percentage of All Students At or Above the Provincial Standard

47% 0% 51% 51% 54%

44%

0%

53% 49% 51%

N/A

46%

0%

51% 51% 50%

41%

0%

53%48% 46%

N/A

19% 0% 19% 18% 17%

26%

0%

33%26% 24%

N/A

Reading

Writing

Mathematics

Reading results for

the PDSB and the

province have

increased from

2013-2014. The


been below the

province except in

2015-2016.

Writing results for

the PDSB and the

province have

increased from

2013-2014. The


been below the

province except in

2015-2016.

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

TRENDS

5 years

1 year

5 years

1

year

5 years

1 year

PDSB Province

Province

Province

Junior Division

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

*excluding identified gifted

Math results for the

PDSB and the

province have been

relatively stable over

time. Except in 2015-

2016, the PDSB’s

results increased.

Math results for the

PDSB have been

above the province.

Province

G



75% 72% 70% 65%

78%

75%74%

70%

N/A

83% 80% 79% 78%

89%

85%87%

82%

81% 81% 83% 85%

85% 86%88% 88%

TRENDS

French Immersion (FI) Students – TRENDS OVER TIME Percentage of All Students At or Above the Provincial Standard

Reading

Writing

Mathematics

Reading results for

both the PDSB and

the province have

increased over the

past five years.

Over the past five

years, the PDSB’s

results have been

above the

province.

Mathematics

results in the PDSB

and the Province

have been

decreasing over the

past 5 years. The

PDSB’s results

have been above

the province for the

past five years.

5 years

1 year

5 years

1 year

5 years

1 year

PDSB Province

Province

Province

Province

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

2013-2014 2014-2015 2015-2016 2016-2017 2017-2018

Primary Division

N/A

N/A

Writing results for

the PDSB and the

province have

decreased over

time. In 2017-2018,

writing decreased

to the lowest in the

past 5 years. Over

the past five years,

the PDSB’s results

have been above

the province.

H



Decreasing Social Vulnerability

The graphs depict the relationship between EQAO results and six groups based on school SVI values. The SVI is a

measure of socioeconomic vulnerability. The higher the SVI value, the greater the social vulnerability. The percentage in

the yellow circle represents the difference in the educational outcomes between the lowest and highest SVI groups.

63.1 53.3 46.9 41.8 36.0 28.2

EQAO Results and Socioeconomic Vulnerability Index (SVI)

Primary Division Junior Division

Decreasing Social Vulnerability

I

86%

79%74%74%

69%

60%

Reading

26%Difference

SVI Groups

1 and 6

81%75%

72%73%

63%59%

Writing

22%

74%

65%60%58%

48%43%

Mathematics

31%

6 5 4 3 2 1SVI Group

Average SVI

91%86%85%83%

75%73%

Reading18%

93%

86%85%80%

73%70%

Writing23%

66%

51%52%47%

35%37%

123456

Mathematics

29%

63.1 53.3 46.9 41.8 36.0 28.2



Percentage of students who answered “most of the time”

I like to read.

I am a good reader.

I like to write.

I am a good writer.

I like mathematics.

I am good at mathematics.

We talk about the reading and writing work I do in school.

We talk about the mathematics

work I do in school.

We read together.

Grade 3 Students Grade 6 Students

Females Males Females Males

57% 44% 54% 33%

52% 40% 48% 36%



56% 69% 45% 63%

49% 66% 44% 61%



38% 31% 29% 25%

44% 39% 44% 41%

29% 25% 8% 8%

*For all PDSB and provincial survey

results, see the EQAO report.



51% 42% 50% 36%

61% 61% 70% 64%

Grade 3 and Grade 6 Student Questionnaire Results* by Gender J

https://eqaoweb.eqao.com/eqaoweborgprofile/profile.aspx?_Mident=80&Lang=E

https://eqaoweb.eqao.com/eqaoweborgprofile/profile.aspx?_Mident=80&Lang=E

Parents

This report is available on the Peel District School Board website.

http://www.peelschools.org/parents/EQAO/Pages/default.aspx



http://peelschools.org/parents/eqao/Pages/default.aspx



http://peelschools.org/Pages/default.aspx



















director’s office eqao assessments of reading, writing, and … · 2018-09-24 · and teaching....

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