An ethnographical study of school assessment in the province of Newfoundland and Labrador

This study examined the School Assessment Model as was piloted in the Province of Newfoundland and Labrador. The intent of the study was to attempt to gather information related to this model of School Reform and to gain an understanding as to why it was an assessment based model that was promoted as opposed to an accreditation based model. Information was gathered through the assistance of a targeted research sample group. A semi structured interview was conducted with each of the participants and questions revolved around ascertaining the level of commitment to reform, the need for reform, the differences between School Assessment and other previous reform initiatives, and the benefits and challenges for the Provincial Department of Education, school districts and schools in supporting school assessment at this time. -- The results of the study indicated that a large reason for the promotion of an assessment based model was that the education system in this province with its geographical constraints, history and financial restrictions, would be more conducive to an assessment based model. Assessment based reform is, at this time, a better fit for the education system in the province. The indication was given by several subjects that they felt an accreditation type model would be revisited in the future