ASD-S Assessment Results 2020-21 Overview
Explore the comprehensive assessment results for the 2020-21 academic year in the Anglophone sector. Get insights into early years evaluation, English and French reading proficiency, and developmental areas like cognitive skills and motor skills. Dive deep into the Eye-DA assessment results for cognitive abilities, language and communications, and fine and gross motor skills. Stay updated with program enhancements aligned with Francophone reporting methodology.
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ASD-S Assessment Results 2020-21 Anglophone Sector
Contents Early Years Evaluation English Reading French Reading French Oral Proficiency
PRE-SCHOOL SCREENER EYE-DA ASSESSMENT
EYE-DA assesses five developmental areas associated with readiness to learn at school: Developmental Area Examples of child s ability in each developmental area: notice, think and talk about their world (e.g., identify: opposites, characteristics of common animals, colours, ) understand and use home and community experiences (e.g., A police officer keeps you safe) name letters and sounds recognize rhyme name numbers and count sets of objects recognize same and different listen and understand instructions, discussions, and stories use full sentences (i.e., five to seven words) to explain their ideas talk so people can easily understand use crayons and pencils, cut, and handle small objects (e.g., sort and rearrange pebbles) Awareness of Self & Environment Cognitive Skills Language and Communication Fine Motor Skills balance, hop on one foot, and jump Gross Motor Skills
EYE-DA: Results for Awareness of Self and Environment ASD-S and Province Trend District and Province, for 2020-21
EYE-DA: Results for Cognitive Abilities ASD-S and Province Trend District and Province, for 2020-21
EYE-DA: Results for Language and Communications ASD-S and Province Trend District and Province, for 2020-21
EYE-DA: Results for Fine Motor Skills ASD-S and Province Trend District and Province, for 2020-21
EYE-DA: Results for Gross Motor Skills ASD-S and Province Trend District and Province, for 2020-21
Assessment Program Updates 2017-18 Alignment with Francophone reporting methodology: (1) transition to item response theory (IRT) statistical analysis begun (2) discontinued practice of counting students who missed the assessment as Below Appropriate Achievement (percent exempted still counts as Below) 2018-19 Transition to IRT continued 2019-20 COVID - Only ELPA and Grade 12 French oral proficiency administered; transition to IRT complete 2020-21 COVID - Only English and French Second Language administered; transition to census administration begun (vs. matrix sample where students complete only of the assessment items)
Move to Census Assessment Why? Results are more precise Produces classroom-level data that is more relevant for teachers and addresses equity across classrooms Student-level results enable longitudinal research, tracking student cohorts, and subpopulations Permits more detailed analyses of results to provide feedback for teachers, schools, and districts Allows students see the results of their efforts
2020-21 Results: Interpretation Changes in administration or analysis generally require establishment of a new baseline. This affects comparability of results to previous years.
2020-21Results:Interpretation ELPA, Grade 10 and 12 French Oral Proficiency Interview (OPI): The 2020-21 results are precisely comparable to 2019-2020. Grade 4, 6, and 10 English and French reading: Comparison of student achievement is based on comparison of test items repeated from last year
2020-21Results: Participation No significant difference in participation; less than one percentage point decrease in participation in nearly all assessments Notable exceptions: Grade 10 Reading - PIF: 21% of students expected to participate did not, compared to 15% last year Grade 10 OPI - PIF: Only 51% of students expected to participate did
2020-21Results: Impact of COVID Based on comparison of assessment items repeated from last year, this year s cohorts performed slightly less well, on average, on nearly all assessments BUT The greatest declines were less than four percentage points on any assessment. No losses evident for Grade 4 French Immersion Reading and Grade 10 French Immersion Reading. No decline in French oral proficiency Reminder: Impact on math and science is not known since these were not assessed
Grade 4, 6 and 9: English Reading % Successful by District and Grade level 100.0 85.3 90.0 81.8 81.1 79.4 78.2 80.0 72.369.7 72.0 68.169.2 68.6 69.0 68.9 65.6 70.0 62.6 60.0 50.0 40.0 30.0 20.0 10.0 0.0 G4 G6 G9 G4 G6 G9 G4 G6 G9 G4 G6 G9 G4 G6 G9 Province ASD-N ASD-E ASD-S ASD-W
French Second Language Reading Assessment % Successful by District by Grade level 100 Early Immersion 90 76.6 80 73.9 73.2 68.870.1 66.3 62.765.3 70 62.764.0 63.4 61.4 58.859.8 56.2 60 50 40 30 20 10 0 G4 G6 G10 G4 G6 G10 G4 G6 G10 G4 G6 G10 G4 G6 G10 Province ASD-N ASD-E ASD-S ASD-W Note: Grade 6 and 10 students writing these assessments began FI in Grade 3. Grade 4 students writing these assessments began FI in Grade 1.
French Second Language Reading Assessment % Successful by District by Grade level 100 Late Immersion 90 80 69.2 70 60.6 60.0 59.7 57.1 55.1 60 54.8 54.3 50 39.6 40 32.9 30 20 10 0 G6 G10 G6 G10 G6 G10 G6 G10 G6 G10 Province ASD-N ASD-E ASD-S ASD-W Note: All students writing these assessments began FI in Grade 6.
French Second Language Reading Assessment % Successful by District by Grade level 100.0 Post-Intensive French 90.0 80.0 70.0 59.2 55.0 60.0 53.9 53.4 51.2 49.2 48.3 46.8 46.2 50.0 41.8 40.0 30.0 20.0 10.0 0.0 G6 G10 G6 G10 G6 G10 G6 G10 G6 G10 Province ASD-N ASD-E ASD-S ASD-W Note: All students writing these assessments participated in the Grade 5 Intensive French Program.
NB Second Language Oral Proficiency Scale Performance Description for Intermediate Level The student is able to satisfy routine social demands and limited requirements in school/work settings with a speaking vocabulary sufficient for simple conversation, with some paraphrasing. The student can: provide information and give explanations with some degree of accuracy; handle most common social situations, including introductions and casual conversations about events in school and community; provide autobiographical information in some detail; give directions from one place to another; and give accurate instructions in a field of personal expertise.
French Second Language Oral Proficiency % Intermediate and Above by District by Grade level all Programs 95.2 95.1 94.6 100 94.1 92.3 90 80 65.9 70 61.1 56.8 56.5 60 50.0 50 40 31.9 30.8 30 22.1 20 13.8 7.6 10 0 G6 G10 G12 G6 G10 G12 G6 G10 G12 G6 G10 G12 G6 G10 G12 Province ASD-N ASD-E ASD-S ASD-W Note: the Grade 6 assessment was administered in 2018-19
Grade 12 French Second Language Oral Proficiency over time by Program %Intermediate and Above 100.0 99.8 99.8 99.8 99.3 98.7 100.0 EFI 96.9 97.6 96.7 95.3 94.9 95.0 90.0 80.0 LFI 70.0 60.0 48.3 PIF 50.0 37.5 35.4 40.0 32.8 30.1 28.1 30.0 20.0 10.0 0.0 2015-16 2016-17 2017-18 2018-19 2019-20 2020-21
Grade 12 French Second Language Oral Proficiency Early French Immersion 2016-17 2017-18 2018-19 2019-20 2020-21 60 50 40 30 20 10 0 Basic Basic Intermediate Intermediate Advanced Advanced Superior Plus Plus Plus 2016-17 2017-18 2018-19 2019-20 2020-21 Late French Immersion 60 50 40 30 20 10 0 Basic Basic Intermediate Intermediate Advanced Advanced Superior Plus Plus Plus 2016-17 2017-18 2018-19 2019-20 2020-21 60 Post Intensive French 50 40 30 20 10 0 Unrateable Novice Basic Basic + Intermediate Intermediate + Advanced Advanced + Superior All students assessed in Grade 12 began FI in Grade 1
Grade 12 French Second Language Oral Proficiency Post Intensive French - % attaining Intermediate and Above 100 90 80 68 70 60 54 54 60 46 50 42 40 36 38 36 40 33 27 25 30 23 23 20 10 0 0 2017-18 2018-19 2019-20 2020-21 2017-18 2018-19 2019-20 2020-21 2017-18 2018-19 2019-20 2020-21 2017-18 2018-19 2019-20 2020-21 ASD-N ASD-E ASD-S ASD-W
