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The study interviews five secondary and four elementary administrators from a suburban district in southern Ontario, Canada, identifying influences such as improvement planning differences, departmental structures, teacher resistance, limited professional development, insufficient district and ministry direction, and heavy policy initiative overload. Findings emphasize strengthened initial and ongoing administrator development and more deliberate support from district leaders and provincial policy-makers.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/examining-factors-that-influence-school-administrators-responses-to-large-scale-assessment/597338/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/examining-factors-that-influence-school-administrators-responses-to-large-scale-assessment/597338.png","ImageObject",300,407,{"name":42,"@type":43},"Blue Pony","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What levels does the study analyze when examining administrators’ responses to large-scale assessment?","Question",{"text":63,"@type":64},"The study examines factors at the school, district, and provincial levels.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What key factors did administrators identify as influencing their responses?",{"text":68,"@type":64},"Administrators highlighted improvement planning differences, departmental structures and teacher resistance, limited professional development, inadequate resources and district direction, ministry initiative overload, unclear provincial policy documentation, and pressure to meet provincial achievement targets.",{"name":70,"@type":61,"acceptedAnswer":71},"How is large-scale assessment handled in Ontario compared with places like England and the United States?",{"text":72,"@type":64},"In Ontario, testing results are widely disseminated to support comparisons, but high- or low-score consequences are less profound; provincial results mainly aim to spur school improvements, while merit pay or official reward based on scores is not used at the system’s levels.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},597338,1792122275,{"code":4,"msg":82,"data":83},"success",[84,88,92,95,100,105,110,115,119,122,126],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":85,"show_sort_weight":86,"slug":87},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":89,"show_sort_weight":90,"slug":91},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":93,"slug":94},70,"exam",{"id":96,"doc_module":4,"doc_module_name":25,"category_name":97,"show_sort_weight":98,"slug":99},5,"Comic",60,"comic",{"id":101,"doc_module":4,"doc_module_name":25,"category_name":102,"show_sort_weight":103,"slug":104},6,"Technology",50,"technology",{"id":106,"doc_module":4,"doc_module_name":25,"category_name":107,"show_sort_weight":108,"slug":109},7,"Healthcare",40,"healthcare",{"id":111,"doc_module":4,"doc_module_name":25,"category_name":112,"show_sort_weight":113,"slug":114},8,"Research & Report",30,"research-report",{"id":55,"doc_module":4,"doc_module_name":25,"category_name":116,"show_sort_weight":117,"slug":118},"Religion & Spirituality",20,"religion-spirituality",{"id":117,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":117,"slug":121},"World Cup","world-cup",{"id":123,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":123,"slug":125},10,"Lifestyle","lifestyle",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":96,"slug":129},19,"General","general",{"code":4,"msg":82,"data":131},{"doc_id":79,"user_id":132,"nickname":42,"user_avatar":133,"doc_module":4,"category_id":33,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":113,"language":139,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":12,"update_tm":143,"read_time":144,"preview_page_count":4},962090760266,"https://ap-avatar.wpscdn.com/davatar_276721f389ce27ea32af1340a28f341c","EXAMINING FACTORS THAT INFLUENCE  \nSCHOOL ADMINISTRATORS’ RESPONSES  \nTO LARGE-SCALE ASSESSMENT*  \nLouis Volante, Lorenzo Cherubini, and Susan Drake Brock University  \nThis study examined factors at the school, district, and provincial level that influenced school administrators’ responses to large-scale assessment. To understand administrators’ perspectives, 5 secondary and 4 elementary administrators from a suburban school district in southern Ontario, Canada were interviewed. Key factors noted by administrators included school improvement planning (elementary versus secondary), departmental  \nstructures and teacher resistance within schools, lack of professional  \ndevelopment opportunities, inadequate resources and direction from  \ndistricts, ministry initiative overload, lack of an easily identifiable provincial assessment and evaluation policy document, and pressure to reach provincial achievement targets. The findings underscore the need for greater initial and ongoing professional development for school administrators as well as more thoughtful support from district leaders and provincial policy-makers.  \nThe development and implementation of accountability systems has been one of the most powerful, perhaps the most powerful, trend in educational policy in the last 20 years (Barber, 2004) . In the 1980s, Prime Minister Margaret Thatcher’s adoption of a standardized test-based accountability system in Great Britain provided a model for  \n* This research is funded by the Social Sciences and Humanities Research Council of Canada (SSHRC) .  \nproponents oftest-driven reform in the United States, Canada, Australia, and other European nations (i.e., Germany, France) . This type of test-driven system is often referred to as standards-based reform and still has considerable appeal to policy-makers in much of the English-speaking Western world. For example, in England, the trend is toward total accountability in education with the introduction of the National Curriculum in 1988 to the National Curriculum assessment system that was introduced in 1996 (Whetton, Twist, & Sainsbury, 2000) . England currently measures progress against national standards when students reach the ages of 11, 14, and 16 (Holloway, 2003) . League tables that summarize the performance of schools are published by local and national newspapers, attracting a considerable amount of political and public attention. The underlying message conveyed to parents continues to be that they should be relatively satisfied with schools that improve their test performance from year to year, and begin to question the quality of instruction in those that have poor performance. Not surprisingly, accountability has become synonymous with external testing.  \nIn the United States, the federal No Child Left Behind Act (NCLB) requires every state to develop standards, standardized tests and accountability systems, and, by mandating the option for students to transfer from schools with low test performance to those with higher performance, NCLB promotes competition between schools (Amrein & Berliner, 2003; Hursh, 2005) . Schools that fail to meet Adequate Yearly Progress (AYP), as reflected in mandated improvements in test scores, experience significant stress as a result of the provisions of NCLB (Darling-Hammond, 2004) . Couple this with recent announcements to introduce merit-based pay incentives that are tied directly to test scores  \nand it is easy to understand why the use of large-scale assessment results for accountability purposes continues to provoke fierce debate in the United States.  \nExternal testing also attracts widespread attention within Canada. However, unlike England and the United States, where student achievement testing tends to be high-stakes, the consequences of poor test performance are not as profound for Canadian educators and students. For example, in Ontario, testing is conducted under the direction of the Education Quality and Accountability Office (EQ","cbCaiqYlco6Oht71","https://ap.wps.com/l/cbCaiqYlco6Oht71","pdf",410224,"English","# Consequences of Large-Scale Assessment\n## School, district, and provincial influences\n## Ontario assessment context\n## Accountability systems and standards-based reform","[{\"question\":\"What levels does the study analyze when examining administrators’ responses to large-scale assessment?\",\"answer\":\"The study examines factors at the school, district, and provincial levels.\"},{\"question\":\"What key factors did administrators identify as influencing their responses?\",\"answer\":\"Administrators highlighted improvement planning differences, departmental structures and teacher resistance, limited professional development, inadequate resources and district direction, ministry initiative overload, unclear provincial policy documentation, and pressure to meet provincial achievement targets.\"},{\"question\":\"How is large-scale assessment handled in Ontario compared with places like England and the United States?\",\"answer\":\"In Ontario, testing results are widely disseminated to support comparisons, but high- or low-score consequences are less profound; provincial results mainly aim to spur school improvements, while merit pay or official reward based on scores is not used at the system’s levels.\"}]","Examining Factors That Influence School Administrators’ Responses To Large-Scale Assessment | PDF",1792084837,76]