Principal Researchers: Renée Forgette-Giroux, PhD

1. Review of Teaching and Assessment Practices of Ontario English, Ontario French, and Quebec French teachers on PIRLS and SAIP Principal Researchers: Renée Forgette-Giroux, PhD Marielle Simon, PhD Research Assistants: Catherine Turcotte, PhD student Tracy Ferne, MA student Hyeran Choi, statistical analyst CESC–SSHRC Symposium 2006

2. Research Questions • According to the PIRLS 2001 and SAIP 2002 responses to the teacher questionnaire, what is the nature and frequency of use of the classroom teaching and assessment practices used by Ontario English, Ontario French, and Quebec French teachers? • Are there significant differences in teaching and assessment practices among these three groups of teachers? • What classroom teaching and assessment practices have a significant link with student achievement in reading and writing among the three populations?

3. Methodology: Data Sources PIRLS (Progress in International Reading Literacy Study) teacher questionnaire administered in 2001

4. Methodology: Data Sources SAIP (School Achievement Indicators Program) teacher questionnaire administered in 2002

5. Methodology: Statistical Analysis • Descriptive analyses (focus of this presentation) • Exploratory factor analyses • Measure of association using Cramer’s V • Multiple correspondence analyses • Hierarchical linear modelling

6. Research Question 2(focus of this presentation) Are there significant differences in teaching and assessment practices among the three groups? Measure of Association using Cramer’s V • Teaching practices: 20/42 items significant (PIRLS) • Assessment practices: 9/14 items significant (PIRLS) • Teaching and assessment practices and beliefs: 22/62 items significant (SAIP) Cramer’s V of .10 - .20 are considered weak; those between .20 and .40 moderate (Rea and Parker, 1992).

7. Teaching practices (PIRLS reading) (Cramer’s V = .391) Q13c

8. Teaching practices (PIRLS reading) (Cramer’s V = .372) Q14

9. Assessment practices (PIRLS reading) (Cramer’s V =.32) Q27c

10. Assesment practices (PIRLS reading)(Cramer’s V =.31) Q26a

11. PIRLS teaching items differing among three populations

12. PIRLS teaching items differing among three populations

13. General conclusions from PIRLS reading Teaching Practices • Ontario English teachers tend to use a variety of texts in the classroom, whereas both Ontario French and Quebec French teachers tend to use manuals or sequential texts. • Ontario English teachers tend to differentiate their teaching according to the ability levels of students more than do Ontario and Quebec French teachers. • Ontario French teachers tend to spend less time on the teaching of reading and reading-related activities.

14. General conclusions from PIRLS reading Assessment Practices • Ontario and Quebec French teachers tend to emphasize external and classroom assessments to evaluate students’ reading progress more than Ontario English teachers. • Ontario and Quebec French teachers tend to favour listening to students read aloud to assess students’ performance in reading more often than Ontario English teachers. • Ontario English teacher tend to rely on oral questioning, teacher conference, and portfolios more often than Ontario and Quebec French teachers to evaluate students’ progress in reading.

15. Teaching and assessment practices ― SAIP Writing (Cramer’s V = .39) Q14w

16. Teaching and assessment practices ― SAIP Writing (Cramer’s V =.37) Q14v

17. SAIP items where French teachers and English teachers differ

18. SAIP items where all three populations significantly differ

19. SAIP items where all three populations significantly differ (cont’d)

20. General Conclusions from SAIP Writing • Ontario and Quebec French teachers tend to emphasize teaching of basic rules of grammar and syntax and to ask students to write short texts on demand with little choice of form and topics. • Compared to Ontario and Quebec French, Ontario English teachers tend to more often encourage students to write descriptively, to hold writing conferences, and to work with students individually. • The three populations differ significantly in their use of essay questions, long-term projects, oral questioning, and peer assessment practices to assess writing.