Standardized Teacher Testing Fails Excellence and Validity Tests

Abstract

This paper presents and critically analyzes data from a project that sought teacher candidates' responses to the process and content of the Ontario Teacher Qualifying Test (OTQT), a mandatory, standardized, pencil and paper initial teacher qualification test. The aim of the project, guided by a critical democratic perspective, was to critically assess the success of the OTQT in achieving the government's stated objectives of greater competency and accountability. More specifically, the paper focuses on findings relating to teacher competency, with particular reference to criterion, ecolological and consequential validity, and alternative assessment strategies. The teacher candidates' responses raise serious issues about the content and format of the test since they believe that it neither achieves accountability nor does it secure excellence in teaching. These concerns echo the major concerns found in the literature.

Acknowledgements

John P. Portelli thanks the OISE/University of Toronto for a small‐scale SSHRC institutional grant in support of this project. R. Patrick Solomon thanks the Faculty of Education, York University for a Minor Research and Development Grant.

Notes

1. In October 2005 the government announced that the test will be replaced with an induction program.