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

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  • Sergei Filiasov
  • Arthur Sweetman

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.

Suggested Citation

  • Sergei Filiasov & Arthur Sweetman, 2023. "Low-stakes standardized tests in British Columbia, Canada: system accountability and/or individual feedback?," Education Economics, Taylor & Francis Journals, vol. 31(2), pages 145-165, March.
    • Handle: RePEc:taf:edecon:v:31:y:2023:i:2:p:145-165
    DOI: 10.1080/09645292.2022.2091113
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