Criticisms
The establishment of the EQAO, and in particular standardized testing in Ontario, has been criticized by a number of groups, including the Ontario Secondary School Teachers' Federation (OSSTF) and the Elementary Teachers' Federation of Ontario (ETFO). Since the beginning, EQAO has received extensive criticism, especially about areas such as validity of the test, timelines for the tests, uses of the data results, and security. The ETFO published a video on August 17, 2010, titled "Is EQAO Failing Our Children?". This video provides an outlook on EQAO from the teachers perspective, discussing how the test may be causing more damage to children than good. This video can be seen on YouTube here.
While technical reports are available on the agency's website, some have complained that the office publishes little technical information about its tests. An evaluation conducted for EQAO, published by it in 2013, and posted on the website mentions no aspects of reliability or validity other than inter-rater agreement, and inter-rater agreement is presented as evidence of validity rather than of reliability.
Some have also pointed out that EQAO's staff tends to be drawn from the provincial education establishment. For example, former chair Charles Pascal, is a former deputy minister of education. The office's impartiality has been questioned when it has issued test results that might be taken as reflecting well on the provincial government.
Another major area of criticism is focused on the monetary expenses used each year to conduct the EQAO tests. The annual report states that $33 million was used in 2009/2010, plus an additional $77 million spent by the Literacy and Numeracy Secretariat, in hopes to improve future test scores. Some critics believe that the money poured into these annual tests could be better spent on things such as smaller class sizes, new schools, new classrooms, additional technology in classrooms, additional educational assistants, and additional classroom materials.
Some critics believe that the teacher knows best about the students' learning, and that a standardized-test does not adequately assess the authentic learning that has gone on in the classroom throughout the year. Teachers are able to see the students everyday, track their learning progress, and provide the students with beneficial feedback to continue improving their work. EQAO tests on the other hand, approach learning from a structured and systematic perspective, forcing students to demonstrate their knowledge in a way very different from that which is typically done in the classroom. The test does not allow for the student to grow or learn from the process, due to the fact that feedback is prohibited throughout the time writing the test. The majority use of multiple-choice questions limits critical thinking, and restricts creativity in the students. In addition, the test provides only one form of assessment. Authentic assessment is that which provides students with multiple ways to demonstrate their learning (example, through writing, speaking, demonstration, and hands-on interactions). Other subjects such as science, business, visual arts, music and physical education are not being assessed in the test despite being part of the education system.
Another recognized flaw in the EQAO testing system is with regards to Ontario's French Immersion program, which is consistently growing in attendance and popularity. Studies have shown that students enrolled in early French Immersion programs demonstrate a lag in their English literacy skills in the grade three EQAO test. These lower scores cause undue stress and concern for parents, students and teachers of these students. It has been recommended that EQAO offers the opportunity for early immersion students to opt out of the grade three testing as the results do not accurately represent the students' abilities.
