This section covers common questions that teachers may have regarding the Grade 9 Assessment of Mathematics.
What is the purpose of the Grade 9 Assessment of Mathematics?
EQAO’s Grade 9 Assessment of Mathematics is a curriculum-based, standards-referenced, large-scale assessment. Starting in the 2021–2022 school year, students enrolled in the MTH1W Grade 9 de-streamed mathematics course will be learning the knowledge and skills that are defined in the expectations found in the new 2021 Ontario mathematics curriculum. The purpose of the Grade 9 Assessment of Mathematics is to assess student learning of the knowledge and skills in this curriculum. For more details on the assessment, refer to the Grade 9 Assessment of Mathematics Framework.
When will the assessments be administered during the year, and will students who are studying remotely full-time be participating in the assessment?
EQAO is planning to administer the Grade 9 Assessment of Mathematics as close as possible to the end of the Grade 9 mathematics courses throughout the year. For the 2021–2022 school year, the administration window is from Friday, October 1, 2021, to Friday, June 24, 2022. This year, students who are studying in-person will participate in the assessment.
Can teachers use the results as part of a student’s final course mark?
Teachers will receive individual student results immediately after the students complete the assessment. Results of this assessment may count toward up to 10% of a student’s final course mark.
What decisions must school administrators make, and what are EQAO’s assessment guidelines?
School administrators, in partnership with teachers, are responsible for ensuring that
- the schedule, locations and details for writing the assessment, including the plan and requirements for students receiving additional time, are determined ahead of time.
- accommodations and special provisions are provided to students with special education needs, English-language learners and students with special circumstances.
- students are supervised at all times during the assessment.
- assessment materials, including questions, are not copied or shared in any way (e.g., pictures or screenshots are not taken of any content).
- any issues related to the security of the assessment are reported to EQAO.
If a student’s response to a question on the assessment or questionnaire is deemed offensive, the school administrator may be notified.
As a teacher, you play the key role of administering the assessment. Your primary responsibility before students write will be preparing to administer the assessment fairly and according to provincial guidelines.
Note: If there is a fire alarm or another school emergency, please pause the assessment session for the entire class, and tell your students to leave their devices on their desks and to exit immediately according to the school’s emergency plan. When the students return, instruct them to return to their desks and resume the assessment.
What do the sessions look like?
The Grade 9 Assessment of Mathematics is a computer-based assessment that is composed of two sessions (Session A and Session B) containing a total of 50 questions. Each session has two stages and is designed to be completed in 60 minutes in one sitting. The sessions can be attempted one after the other, either back to back with a break in between or on two different dates and times. If students require additional time to complete a session, extra time with supervision is allowed.
Students will have the opportunity to participate in an introductory session that will familiarize them with the Grade 9 assessment. During this introductory session, students will have access to a sample test of 25 questions that shows the various types of questions. At the end of the two assessment sessions, students will be presented with a questionnaire that asks them about their attitudes and perceptions with respect to mathematics.
The allotted time for the sessions is shown below. If students require additional time to complete a session, extra time with supervision is allowed.
What accommodations and special provisions are suggested for students?
The following formats of the assessment have been created for students with special education needs, including students with a visual impairment:
- A Unified English Braille version of the assessment (contracted or uncontracted)
- A paper version of the assessment
- MP3s with full audio descriptions (to be used with the Braille or paper version of the assessment if the student cannot access the audio description through the alternative version online)
- An alternative version of the assessment in the e-assessment system with full audio descriptions
Please e-mail EQAO at firstname.lastname@example.org to order these versions of the assessment.
Please note that 5–7 business days’ notice is required for delivery of the Braille version to schools and a minimum of 72 hours’ notice is required for delivery of all other alternative versions.
School administrators and teachers can create a plan to accommodate all students who require the following:
- Additional time
- A quiet, individual and/or small group setting
- Preferential seating
- Prompts (for students who are off task)
Accommodations for students with special education needs must be consistent with assessment accommodations on the Individual Education Plan (IEP) and can include the following:
- Extended periodic supervised breaks
- Sign language or an oral interpreter
- A Unified English Braille version with or without the audio version
- Additional assistive technology
- Verbatim scribing of responses
English-language learners can receive the following special provisions:
- Extended periodic supervised breaks
- Digital or paper language resources
What are the guidelines for Scribes?
Scribes can record responses directly in the e-assessment system or if the student is approved to use a paper or Braille version of the assessment, then the scribe could also record responses on the paper version. If the scribe records on a paper version, the answers must be transcribed into the e-assessment system.
Scribes must follow these guidelines:
- Record and/or input verbatim the student’s responses to all questions as directed by the student.
- Read the response back to the student if requested.
- After the student has finished working show the student the recorded responses and ask if any corrections are necessary. The scribe may make corrections according to the student’s directions.
- edit or alter the student’s dictation in any way, except at the student’s request.
- alert the student to mistakes.
- clarify or explain any part of the assessment.
- correct the student’s responses unless directed by the student.
- engage in incidental conversation with the student or others.
What can students have access to during the assessment?
During the assessment, students can have access to the following:
- Headphones for listening to questions
- White noise or calming music as required
- A pencil, eraser, ruler and paper for rough work
- An additional calculator, including a scientific or graphing calculator with or without computer algebra systems
- Manipulatives or virtual applications, including online manipulatives, graphing applications or calculators
- Hard copies of the formula sheets or EQAO French–English and English–French glossaries
Any manipulatives or virtual applications that are not instructional and that students use on a regular basis can also be used during the assessment.
With respect to classroom displays, EQAO is not requiring changes to classroom displays.
Support materials are available for all students once they log in to the online assessment. A set of accessibility tools is located in the student toolbar. These tools are available to every student taking the assessment.
- A help menu
- A text-to-speech function that reads the text on the screen out loud
- Zoom in and zoom out capabilities
- A line reader that helps students focus on one line of text at a time
- A high-contrast view
- Drawing tools (highlighter, line and eraser)
- A scientific calculator
- EQAO formula sheets
- EQAO French–English and English–French glossaries
All students will also have access to virtual breathing exercises and reminders of test taking strategies to help them prepare to take the assessment.
When will students receive their Individual Student Report?
As all responses are machine-scored, teachers will have access to an automated report on each student’s achievement shortly after the student completes the assessment. This report can be provided to the student, parents and guardians.