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Faculty of Graduate Studies

Ariel Muirhead

  • BSc (Vancouver Island University, 2014)

  • Bed (Simon Fraser University, 2016)

Notice of the Final Oral Examination for the Degree of Master of Arts

Topic

How High School Teachers in Victoria, BC Are Implementing British Columbia’s New Assessment Framework in Their Classrooms

Department of Curriculum and Instruction

Date & location

  • Tuesday, March 12, 2024

  • 11:30 A.M.

  • Clearihue Building

  • Room B021

Reviewers

Supervisory Committee

  • Dr. Kathy Sanford, Department of Curriculum and Instruction, University of Victoria (Supervisor)

  • Dr. Kristin Mimick, Department of Curriculum and Instruction, UVic (Member) 

External Examiner

  • Dr. Tim Hopper, School of Exercise Science, Physical and Health Education, University of Victoria 

Chair of Oral Examination

  • Dr.  Charles Curry, School of Earth and Ocean Sciences, UVic 

Abstract

As a result of changing to a content-based, competency-driven curriculum in 2010, British Columbia’s Ministry of Education and Child Care (BCMECC) has been rolling out a new provincial assessment framework since 2016. Draft provincial documents described the new assessment framework as aligning with standards-based grading, introduced a new provincial proficiency scale, and announced the elimination of percentages or letter grades in the assessment of kindergarten to grade 9 classes. Implementation of this new assessment framework was mandated across the province in September 2023. My study asks how some high school teachers in Victoria, BC had been implementing this new assessment framework in their classrooms prior to the mandate with the idea that their experiences, successes, and challenges would be of value to teachers who would be required to make similar changes, as well as school districts, educational partners, and the BCMECC who could use the data to support teachers with this change. By interviewing four high school teachers, I collected narrative data using a multiple case study model, which I analyzed with thematic analysis. The study finds that the new classroom assessment framework is most authentically implemented when teacher assessment philosophy aligns with the provincial framework, embraces learning as a process, involves students in the assessment process, and keeps students at the centre of decision-making. While the mental and practical work of classroom assessment models requires the undue work and time of teachers, this work is both important and necessary for the emotional and academic student success.

 

Keywords: assessment, British Columbia, assessment philosophy, standards-based grading, proficiency scale

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