Origins of Assessment – Part 3: The Myth of the Metals

The Context of Schooling: 1905-1950 As compulsory school attendance was more rigorously enforced towards the end of the nineteenth century, this led to a much more socially and culturally diverse student population in schools. Educators and school boards continued to use written tests to evaluate pupils and schools, but while testing was seen as useful … Continue reading Origins of Assessment – Part 3: The Myth of the Metals

Origins of Assessment – Part 2: All That Counts Shall Be Counted

The Context of Schooling: 1845-1905 The educational reforms that took place in Canada in the 1840s echoed those that took place in the United States. In 1837, Massachusetts became the first state in America to establish a Board of Education, headed by reformer Horace Mann. Mann advocated for reforms such as age-graded classrooms, uniform textbooks, … Continue reading Origins of Assessment – Part 2: All That Counts Shall Be Counted

Origins of Assessment – Part 1: Establishing the Competitive Ideal

Introduction This series of posts explores the history of educational assessment in North America, with an emphasis on Canada, from the years 1800 to 1950. For the purposes of this analysis, this timespan has been divided into three major intervals: (1) 1800-1845, representing the era of “loud” schooling and oral exhibitions, (2) 1845-1905, representing the advent … Continue reading Origins of Assessment – Part 1: Establishing the Competitive Ideal

Rethinking Education at the 9th Ontario Education Research Symposium

Over the past two days I've had the privilege of attending the 2014 Ontario Education Research Symposium; an event whose purpose was to bring practitioners, researchers, and policy-makers into conversation about some of the system-wide challenges facing Ontario's schools.  With its emphasis on evidence-based applied research, the symposium enabled participants to transcend institutional silos and … Continue reading Rethinking Education at the 9th Ontario Education Research Symposium

Links to Practice: Metadiscourse of 9-year-olds

As part of my GA experience, I have been assisting with various studies in a local elementary school surrounding the use of Knowledge Building Environments to enhance student learning in science.  One of the goals of Knowledge Building is to engage students in self-mediated discussions where they pose questions, postulate theories and provide evidence to … Continue reading Links to Practice: Metadiscourse of 9-year-olds

Education 2.0

The following video was created for one of my graduate courses at OISE (KMD2003 "Technology and Education," taught by Megan Boler).  This video represents my first attempt at stop-motion (which was a challenge in itself!).  This medium allowed me to engage in "conversation" with renowned educators, vis-a-vis my claymation figures, by parsing/re-mixing some of their … Continue reading Education 2.0

Representation, meaning, and language

In his interview with Eve Bearne, Gunther Kress argues that literacy is "that which is about representation" (Kress, in Bearne, 2005, p. 288).  Because "literacy" implies something that is mediated through text, in my previous post I questioned the idea of what constitutes a "text." After further consideration, I feel that representation is the key; therefore, for … Continue reading Representation, meaning, and language

Stop me when this becomes a text…

According to Walter Ong (2002), the word "text" etymologically stems from the root meaning "to weave."  Robert Bringhurst further elaborates on this ancient metaphor whereby thought was considered a thread and the raconteur was the spinner of yarns, "but the true storyteller, the poet, was a weaver.  "The scribes made this old and audible abstraction into a new and … Continue reading Stop me when this becomes a text…