Low-stakes standardized tests in British Columbia, Canada: system accountability and/or individual feedback?

Sergei Filiasov and Arthur Sweetman

Education Economics, 2023, vol. 31, issue 2, 145-165

Abstract: A jurisdiction-wide zero-stakes Foundational Skills Assessment administered in grade 4 in British Columbia, Canada, used a three-point scale to publicly disseminate aggregate school/district-level results, and a five-point scale to convey results to students/parents. For a variety of long-term outcomes, a regression discontinuity analysis shows a positive, but modest in magnitude, ‘system accountability’ effect for girls who fall just below the lowest threshold on the three-point scale for reading. For numeracy the findings are less precise but suggest a positive ‘feedback effect’ for girls who fall just below the highest five-point scale cut-off. No statistically significant effects are observed for boys.

Date: 2023
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DOI: 10.1080/09645292.2022.2091113

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