The effects of provincial standardized testing on teaching grade 10 and 12 English curriculum in School District #71
In the modern educational era with an increase in external accountability and the residual effects of the industrial model of education, it is challenging for teachers to maintain a robust curriculum when the system asks for more and more data that demonstrates the educational development of their students. These demands have lead to an increasing movement towards “teaching to the test” as teachers feel that positive results on the externally set examinations determine whether they have been successful in their classroom. This study focuses on the Grade 10 and 12 English teachers in School District #71, which is located in the rural area of the Comox Valley in the province of British Columbia (B.C.). A Likert-based survey (Appendix A) was sent out to 18 teachers and 12 responded with both quantitative and qualitative data that revealed how the provincial exams have affected their teaching content and style. The results of the data collected revealed that teachers were internally motivated to adjust their curriculum to meet the skills and content that students are asked to demonstrate on the provincial exam, while external pressures such as administration, parents, students and public organizations were a lesser factor in the adjustment of their curriculum.