Posts Tagged With: Provincial Achievement Tests

Parents Said No to the Test

Two months ago, before Alberta Education announced that the province will be phasing out grade 3, 6 and 9 Provincial Achievement Tests, I was approached by a couple of parents at my school. Initially, I wasn’t sure how to respond to their question. They wanted to know if what they had heard was true. “As parents, do we have the right”, they asked, “to excuse our children from writing provincial achievement tests.” I’ve known the answer to this question for years but quite honestly have been reluctant to openly share it with parents. The odd time a parent had asked me about “excusing their child” I’ve encouraged them not to “for the good of the school.” A great deal of emphasis has been placed on Provincial Achievement Tests as the primary measure of student and school success in our province and each time we excuse a student it negatively reflects the overall school and jurisdictional results. The idea has always been to get as many students writing as possible. I applaud our superintendent Chris Smeaton for encouraging educators to maintain a focus on learning and student engagement instead of PATs. “Excellent learning is the important thing”, he says, “then the assessments will take care of themselves.” He has blogged about Provincial Achievement Tests here and here.


What’s not really known is that parents can excuse their student from writing the tests; and it’s written right there on the Alberta Education website. The problem is that it’s like solving the Rubik’s Cube to find it, and there’s an unwritten rule that school leaders should refrain from engaging in that kind of conversation with parents. My fellow blogger Joe Bower has written about this.

So as I was standing there with these two parents contemplating an answer, this question kept racing through my mind, “Should I be concerned about my school results or should I be working with parents to determine what’s in the best educational interest of their child?” So, after what seemed like forever I answered and a lengthy and engaging conversation ensued…

Here is a short description provided by Alberta Education about the Provincial Achievement Testing Program:


(This year we had 52 grade 3 and 6 students in our English stream eligible to write provincial achievement tests. More than half of those students had been approved for some sort of accommodation – reader, scribe, and/or extra time. A great number of them were reading well below grade level and some were English Language Learners. Most of those students would be forced to take hours’ worth of standardized tests in a format mostly foreign to them throughout the school year.)

…the day after our conversation the two parents mentioned above presented me with a letter excusing their children from participating in the Provincial Achievement Testing program this year. Not only did they feel their decision was adequately informed, they also knew their children’s teachers would provide them with other forms of evidence that the curriculum would be effectively assessed as had been the case throughout the year.

The next day 3 more parents dropped off letters excusing their children from writing as well. Apparently, parents started having the achievement test discussion with one another and the word was travelling fast. By the end of the week almost half of the 52 students had been excused by their parents.

As parents approached me for advice I did what my role as school principal calls for me to do. I assisted each parent in making an informed decision for their child. I directed them to the Alberta Education website, encouraging them to review the Achievement Tests link on the Parents Page. I shared the Framework for Student Learning which outlines the future direction for education in our province and demonstrates the need for a more relevant form of assessment for today’s learners. I even encouraged them to speak with other parents who were also struggling with the decision about what to do. It was not my role to decide for them, rather to arm them with as much information as possible in making the decision for themselves (and their child). A few common questions surfaced, like “If they don’t write will it affect their mark in any way” and “If they don’t write will it affect their placement next year.” The only answer I could give was no. Another reoccurring comment was, “I never knew I had a choice.”

When all was said and done the parents said no to the test – all 52 of them. Each and every one provided me with signed consent excusing their child from writing the 2012-13 Provincial Achievement Tests.

And in place of the PATs the students experienced some amazing learning:

Genius Hour Proposal – idea borrowed from Kirsten Tschofen (@KirstenTP) and her blog post at SOMEWHERE FROM HERE

Genius Hour Animoto Clip

Categories: Community Engagement, Education Transformation, Inclusive Education | Tags: , , , , , , , , , , , | 9 Comments

Apparently My School Sucks

The annual Fraser Institute elementary school rankings were released over the weekend and my school placed 547th out of 649. On their 10 point rating scale we scored 4.3, which apparently means that we failed.

My school, which comprises a vibrant and culturally rich population of students, includes 15% English Language Learners, 26%  with supported learning programs, 25% with a First Nations Metis and Inuit background, and 47% in the French Immersion stream. We provide breakfast and lunch to about 50 students every day, waive school fees for a number of families, and regularly bring interpreters in for parent/teacher conferences.  

The Fraser Institute describes themselves as an organization that uses “objective, publicly available data to rank and compare schools.” In other words, the schools with the highest average marks on our provinces Grade 3 and 6 Provincial Achievement Tests are ranked at the top. Although not supported by the Education Ministry, the results are heavily published and lure parents into believing that some schools are better than others merely because students did a superior job of completing a standardized bubble test.

Last October, like all schools in Alberta,  we received our Accountability Pillar Report Card and our PAT results were our best ever. Not only did we have a 100% participation rate (the province is around 90%) but 84.2% of tests written received the “acceptable standard.” The provincial average was 79.1%. For us, this was a huge accomplishment because first of all we never usually pay much attention to the PATs, and secondly we have never surpassed the provincial average, let alone by over 5 percentage points. We were feeling pretty good about ourselves right up until this past Saturday when we were quickly brought back to reality. The reason, by the way, why we come out so low on the Fraser Institute Report is because they rank based on average test score and not percentage of tests passed. Many of our students passed the test but not by a lot. It’s the Fraser Institutes spin on the numbers. You can take a look at our report card below:

Report Card

So what about all those “other things” that are not taken into consideration by the Fraser Institute? You know, things like providing a safe and caring learning environment where all students are cherished and achieve their potential. Things like parental involvement and citizenship. Things like continual school improvement and relevant student engagement. What about providing an inclucive learning environment that meets the needs of every student? My teachers work as an amazing collaborative team every day to not only teach the curriculum, but also to build in their students the qualities of ethical and active 21st century citizenship. It’s unfortunate that much of this goes unnoticed because of the work of right-libertarian think tanks like the Fraser Institute. 

This timeline and this short video outlines the many initiatives that make my school so amazing. I invite you to take a look. This stuff can’t be measured on a standardized test. If it could, I’m sure we’d be a bit better than 547th.  

So I want to say this to those who work so tirelessly to collect and disaggregate the PAT data in such a way that leaves out much of what really counts in our schools today. What sucks is the percieved importance placed on these tests and your reports.

Categories: 21st Century Competencies, 21st Century Learning, Education Transformation, Inclusive Education | Tags: , , , , , | 10 Comments

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