Page 54 - Mathematics GRADE 9, DE-STREAMED (MTH1W)

responsive and relevant practices that honour and value the importance of student agency and voice in determining the variety of ways in which students can demonstrate their learning.
The evidence that is collected about student learning, including observations and conversations as well as student products, should reflect and affirm the student’s lived experiences within their school, home, and community, learning strengths, and mathematical knowledge. This process of triangulating evidence of student learning allows teachers to improve the accuracy of their understanding with respect to how each student is progressing in their learning. Assessment that is rooted in CRRP is an equitable, inclusive, and transparent process that values students as active participants in their learning.
When teachers engage in the process of examining their own biases regarding classroom assessment and evaluation practices, they might consider some of the following questions:
• Are the tasks accessible to, and inclusive of, all learners? Do the tasks include appropriate and varied entry points for all students?
• Do the tasks connect to students' prior learning and give them opportunities to be sense makers and to integrate their new learning? Do the selected tasks reflect students’ identities and lived experiences?
• Do all students have equitable access to the tools they need to complete the tasks being set?
• What opportunities can teachers build into their practice to offer students descriptive feedback
to enhance learning? Are graded assessment tasks used in a way that complements the use of
descriptive feedback for growth?
• How can information be conveyed about students’ learning progress to students and parents in
an ongoing and meaningful way?
• What is the purpose of assigning and grading a specific task or activity? Are student choice and
agency considered?
• How do teacher biases influence decisions about what tasks or activities are chosen for
assessment?
The Achievement Chart for Grade 9 Mathematics
The achievement chart identifies four categories of knowledge and skills and four levels of achievement in mathematics. (For important background, see “Content Standards and Performance Standards” in the main Assessment and Evaluation section.)
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