International Journal of Educational Research and Reviews

International Journal of Education Research and Reviews ISSN 2329-9843 Vol. 10 (1), pp. 001-006, January, 2022. © International Scholars Journals

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 Phone: 780-434-0117

Accepted 7 December 2021

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.