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Record Nr. |
UNINA9910349337503321 |
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Autore |
Eizadirad Ardavan |
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Titolo |
Decolonizing Educational Assessment : Ontario Elementary Students and the EQAO / / by Ardavan Eizadirad |
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Pubbl/distr/stampa |
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Cham : , : Springer International Publishing : , : Imprint : Palgrave Macmillan, , 2019 |
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ISBN |
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Edizione |
[1st ed. 2019.] |
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Descrizione fisica |
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1 online resource (261 pages) |
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Disciplina |
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371.2609713 |
372.126209713 |
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Soggetti |
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Assessment |
Child development |
Social justice |
Human rights |
Educational sociology |
Assessment, Testing and Evaluation |
Early Childhood Education |
Social Justice, Equality and Human Rights |
Ethnicity in Education |
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Lingua di pubblicazione |
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Formato |
Materiale a stampa |
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Livello bibliografico |
Monografia |
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Nota di contenuto |
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1. My Spiritual Journey as an Educator -- 2. Elementary Standardized Testing on the Bubble: To Eliminate or Maintain? -- 3. Royal Commission on Learning and the Birth of EQAO and the Accountability Movement in Ontario -- 4. Inequality of Opportunity: Experiences of Racialized and Minoritized Students -- 5. Symbiotic Relationship Between Curriculum, Tyler Rationale, and EQAO Standardized Testing -- 6. EQAO Results and School Rankings -- 7. Understanding the Research Approach and the Data -- 8. Invisible Scars and Traumatizing Effects of Standardized Testing: Voices of Grade 3 Children, Parents, and Educators -- 9. External Assessment as Stereotyping -- 10. Decolonizing Educational Assessment Models. . |
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Sommario/riassunto |
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This book examines the history of standardized testing in Ontario leading to the current context and its impact on racialized identities, |
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particularly on Grade 3 students, parents, and educators. Using a theoretical argument supplemented with statistical trends, the author illuminates how EQAO tests are culturally and racially biased and promote a Eurocentric curriculum and way of life privileging white students and those from higher socio-economic status. This book spurs readers to further question the use of EQAO standardized testing and challenges us to consider alternative models which serve the needs of all students. . |
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