Educational Research and Reviews

  • Abbreviation: Educ. Res. Rev.
  • Language: English
  • ISSN: 1990-3839
  • DOI: 10.5897/ERR
  • Start Year: 2006
  • Published Articles: 1949

Full Length Research Paper

Behaviour assessment in ontario mathematics classrooms

Tess Miller1, Dr. D. Klinger2, Dr. L. Shulha3
01A 9105, 112 Street Edmonton, Alberta T6G 2C5
Email: [email protected]

  •  Accepted: 07 April 2006
  •  Published: 30 April 2006

Abstract

 

Curriculum reform in Ontario secondary schools proposed that the assessment of student achievement be separated into academic achievement and non-academic achievement or the behaviours that can influence academic achievement. The purpose of this study was to explore teachers’ assessment practices of non-academic achievement in Ontario’s grade 9 Academic and Applied mathematics programs. A questionnaire was distributed to grade 9 mathematics teachers attending a provincial mathematics conference. Analysis revealed that teachers were not engaging in this area of assessment as much as they felt they should and that the assessment of homework, in particular, was still being incorporated into a student’s academic score. 
 
Key words: Assessment, mathematics, learning skills, learning behaviors/behaviours