Educational Accountability: A Case Study of the Creation, Implementation and Cancellation of the Math Proficiency Test in Ontario, Canada

Abstract

This thesis examines the evolution of the Math Proficiency Test (MPT), a large-scale teacher certification test in Ontario Canada that was initiated in 2019 and was cancelled due to a court challenge in 2021. Designed as a large-scale computer-based evaluation for prospective teachers, the MPT focused on mathematical content knowledge and pedagogy. The study uses a mixed methods research design to explore the creation, implementation, and cancellation of the MPT. Because of the complexity surrounding the MPT a case study method is used to look at the test within a bounded timeframe. Using a case study model, complex relationships between seven educational accountabilities (bureaucratic/ administrative, legal, market, moral, performance, political, and professional) are analyzed. Through document analysis, surveys, and interviews, the multiple views from connected stakeholders are examined. These include teacher candidates, professors at Faculties of Education, politicians, and others. This study brings a comprehensive understanding of the multifaceted issues of implementing a large-scale teacher certification exam. The findings also address the inherent conflicts and overlaps in educational accountabilities. Ultimately, this research contributes to a deeper understanding of the complexity of educational accountability.