The Influence of Social Promotion Practices on Exclusion Rates in Large-Scale Assessments

• In Event: 77.015 - Canadian Educational Researchers' Association

Abstract

The purpose of this study was to examine exclusion rates and factors influencing exclusion rates had on large-scale assessments at the international, national, and provincial level. The impetus for this study was increased student performance in the mathematics domain on the 2015 PISA that paralleled a jump in the number of students excluded from the assessment. A document analysis of secondary data gathered at each of the three levels was used to identify patterns in achievement and exclusion rates. In addition, information was solicited from assessment experts at the provincial level regarding exclusion rate practices. Findings revealed significant increases in student performance, which paralleled significant increases in the number of students excluded from the large-scale assessment from one administration of the assessment to the next. An in-depth analysis was placed on the province of Prince Edward Island, Canada given the presence of high exclusion rates and increased student achievement. This analysis led to the discovery of the relationship between the practice of social promotion and a document guiding assessment practices in Canada (i.e., Principles of Fair Assessment Practices). This relationship was the rationale given for excluding poor performing students, not learning or physically disabled students, from participating in large-scale assessments.

Authors

• Tess Miller, University of Prince Edward Island

• Yan Yan, Queen's University