Mathematics Teachers Practices and Perceptions of Excluding Students from Participating on Large-scale Assessments

Abstract

This study examined large-scale assessment exclusion perceptions and practices from the perspective of Canadian math teachers. This study applied a descriptive research design involving an online survey to collect data during the height of the COVID-19 pandemic. Findings revealed that teachers’ practices did not differ based on the division of education (e.g., primary/elementary or intermediate/senior) in which teachers taught. Findings also revealed that some teachers may have hesitated in recommending excluding students in areas permitted in international and national large-scale assessment guidelines. Further, a small percentage of teachers recommended excluding students in grey areas, such as students who missed a lot of school due to illness or have behaviour issues. It is possible that the small number of students recommended for being excluded from a large-scale assessment in these grey areas influences jurisdictions to exceed the 5% cap on exclusion rates. Providing teachers with short and detailed information on whether to recommend excluding a student from a large-scale assessment, or not, in these grey areas would be helpful.