Literacy on Lockdown: An Ethnographic Experience in English Assessment

Literacy on Lockdown: An Ethnographic Experience in English Assessment

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This research explores literacy as a medium for deepening student's awareness of their world and the impact of the Ontario Secondary School Literacy Test (OSSLT). Standardized testing is analyzed as a fundamental paradigm to our school culture. Ethnography is explored as a method for describin...

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Bibliographic Details
Main Author: Toomey, Nisha
Language:en
Published: 2011
Subjects:
Education in Ontario
EQAO
Ethnography
Standardized testing
Critical literacy
Multiple literacies
Critical pedagogy
Online Access:http://hdl.handle.net/10393/20470
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spelling ndltd-LACETR-oai-collectionscanada.gc.ca-OOU-OLD.-204702013-04-05T03:21:09ZLiteracy on Lockdown: An Ethnographic Experience in English AssessmentToomey, NishaEducation in OntarioEQAOEthnographyStandardized testingCritical literacyMultiple literaciesCritical pedagogyThis research explores literacy as a medium for deepening student's awareness of their world and the impact of the Ontario Secondary School Literacy Test (OSSLT). Standardized testing is analyzed as a fundamental paradigm to our school culture. Ethnography is explored as a method for describing one group of students and their teacher as they prepare for the OSSLT. The findings conclude that the test occupies time, dominates definitions of literacy and undermines student and teacher agency. The conclusion considers reasons for why we seem to accept a testing paradigm that may be a direct affront to democratic practice in schools.2011-12-06T13:39:18Z2011-12-06T13:39:18Z20112011-12-06Thèse / Thesishttp://hdl.handle.net/10393/20470en
collection NDLTD
language en
sources NDLTD
topic Education in Ontario
EQAO
Ethnography
Standardized testing
Critical literacy
Multiple literacies
Critical pedagogy
spellingShingle Education in Ontario
EQAO
Ethnography
Standardized testing
Critical literacy
Multiple literacies
Critical pedagogy
Toomey, Nisha
Literacy on Lockdown: An Ethnographic Experience in English Assessment
description This research explores literacy as a medium for deepening student's awareness of their world and the impact of the Ontario Secondary School Literacy Test (OSSLT). Standardized testing is analyzed as a fundamental paradigm to our school culture. Ethnography is explored as a method for describing one group of students and their teacher as they prepare for the OSSLT. The findings conclude that the test occupies time, dominates definitions of literacy and undermines student and teacher agency. The conclusion considers reasons for why we seem to accept a testing paradigm that may be a direct affront to democratic practice in schools.
author Toomey, Nisha
author_facet Toomey, Nisha
author_sort Toomey, Nisha
title Literacy on Lockdown: An Ethnographic Experience in English Assessment
title_short Literacy on Lockdown: An Ethnographic Experience in English Assessment
title_full Literacy on Lockdown: An Ethnographic Experience in English Assessment
title_fullStr Literacy on Lockdown: An Ethnographic Experience in English Assessment
title_full_unstemmed Literacy on Lockdown: An Ethnographic Experience in English Assessment
title_sort literacy on lockdown: an ethnographic experience in english assessment
publishDate 2011
url http://hdl.handle.net/10393/20470
work_keys_str_mv AT toomeynisha literacyonlockdownanethnographicexperienceinenglishassessment
_version_ 1716579473389780992

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