Questions and Answers · Questions and Answers General Questions Administration Preparing for the...

EQAO: Grade 9 Assessment of Mathematics - Questions and Answers

Questions and Answers

● General Questions● Administration● Preparing for the Test● Accommodations● Special Cases

● Exemptions● In-class Assessment● Marking● Reporting

General Questions

1. What are the dates for the administration of the Grade 9 Assessment of Mathematics?

2. What role does the Grade 9 Assessment of Mathematics play in relation to ongoing classroom assessment?

3. How stressful is the Grade 9 Assessment of Mathematics?

4. Does province-wide testing interfere with teaching?

5. Will teachers begin "teaching to" EQAO's tests?

6. How does EQAO ensure that assessments do not discriminate against certain groups?

7. Are all students expected to participate in the Grade 9 Assessment of Mathematics?

8. Can school boards or individual students choose not to participate in an assessment?

9. Are there special provisions for students enrolled in ESL/ELD programs?

10. Do the Grade 9 assessment results count toward students' regular grades?

11. Are students allowed to use dictionaries or electronic translators?

http://www.eqao.com/eqao/home_page/06e/6_2e.html (1 of 5) [5/21/2003 3:39:34 PM]

Cop

y fo

r arc

hive

pur

pose

s. P

leas

e co

nsul

t orig

inal

pub

lishe

r for

cur

rent

ver

sion

. C

opie

à d

es fi

ns d

’arc

hiva

ge.

Veu

illez

con

sulte

r l’é

dite

ur o

rigin

al p

our l

a ve

rsio

n ac

tuel

le.

http://www.eqao.com/eqao/home_page/01e/1_1e.html













http://www.eqao.com/eqao/home_page/06f/6_2f.html


12. Why is the assessment so long?

13. Do private schools need to participate?

14. Is the English-language assessment comparable to the French-language assessment?

15. Why are different assessments developed for students in applied and academic programs?

16. What are the options for administering the assessment?

17. What is a strand?

18. What is a category?

19. What do the four strands mean?

20. What do the four categories mean?

21. How the 2002-2003 assessment created?

22. What is the difference between pilot testing and field testing for the Grade 9 Assessment of Mathematics?

23. How is the 2002-2003 assessment linked to the curriculum?

Administration

1. Can students write the Grade 9 Assessment of Mathematics in pencil?

2. Who determines the number of days for the Grade 9 Assessment of Mathematics administration?

3. Can students use a highlighter for the Grade 9 Assessment of Mathematics?

4. What will happen if a student is absent or ill?

5. What technology must students have to do the Grade 9 Assessment of Mathematics?

6. Can the Grade 9 Assessment of Mathematics be administered in a large setting (e.g., a gymnasium) in the same way that the Ontario Secondary School Literacy Test is administered?

7. Can the assessment be scheduled using a different plan, instead of three or five days? (For example, can two 30-minute blocks be put together?)

8. What does EQAO do if the administration procedures you outline for schools are not followed?


Cop

y fo

r arc

hive

pur

pose

s. P

leas

e co

nsul

t orig

inal

pub

lishe

r for

cur

rent

ver

sion

. C

opie

à d

es fi

ns d

’arc

hiva

ge.

Veu

illez

con

sulte

r l’é

dite

ur o

rigin

al p

our l

a ve

rsio

n ac

tuel

le.


Preparing for the Test

1. What is on the test?

2. What resources are students allowed to use during the assessment?

Accommodations

1. What is an accommodation?

2. Who is eligible for accommodations?

3. If a student is informally accommodated in the classroom, can he or she be accommodated on the assessment without an Individual Education Plan?

4. Who makes the decision to provide an accommodation?

5. Are electronic translators or dictionaries allowed as an accommodation for ESL students?

6. Who is eligible for special provisions?

7. What special provisions can be offered?

Special Cases

1. What will happen if a student is injured (e.g., broken arm) and does not have an Individual Education Plan?

2. If a student is a recent arrival to the school from another province or country, is the student required to write the assessment?

Exemptions

1. Who is eligible for an exemption from the Grade 9 Assessment of Mathematics?

In-class Assessment

1. How will teachers get students to take the assessment seriously when it doesn't "count"?


Cop

y fo

r arc

hive

pur

pose

s. P

leas

e co

nsul

t orig

inal

pub

lishe

r for

cur

rent

ver

sion

. C

opie

à d

es fi

ns d

’arc

hiva

ge.

Veu

illez

con

sulte

r l’é

dite

ur o

rigin

al p

our l

a ve

rsio

n ac

tuel

le.


2. Can teachers review the assessment materials?

Marking

1. Who does the marking?

2. When will marking take place for the 2002-2003 assessment?

3. What training will the markers receive?

4. How does EQAO ensure that marks are reliable?

Reporting

1. How many students participated in the 2001-2002 Grade 9 assessment?

2. How was the 2001-2002 Grade 9 Assessment scored?

3. How are the overall scores calculated?

4. How is the scoring aligned with the levels of achievement?

5. How is comparability accomplished within the January and June assessments and across years?

6. How is it determined whether a student will receive overall and strand and category levels?

7. Which assessment (French-language or English-language) was administered to French Immersion students?

8. Why were students in locally developed programs not assessed?

9. The Grade 9 Mathematics curriculum established "passable levels" of achievement. How do the levels relate to the provincial standard?

10. Did students in a full-year program do better on the Grade 9 Assessment of Mathematics than students in a semestered program?

11. How should the results be used?

12. Is there a review process? What is it?

13. Can parents see a student's work?


Cop

y fo

r arc

hive

pur

pose

s. P

leas

e co

nsul

t orig

inal

pub

lishe

r for

cur

rent

ver

sion

. C

opie

à d

es fi

ns d

’arc

hiva

ge.

Veu

illez

con

sulte

r l’é

dite

ur o

rigin

al p

our l

a ve

rsio

n ac

tuel

le.


14. How will the scores be calculated for students who are absent for a part of the assessment?

15. Does the assessment cover the curriculum's problem-solving and technology expectations?

16. When will students receive their individual reports?

17. Will schools receive a report on student performance within their school?

18. How will the media be informed of the assessment results?

19. EQAO collects the names of teachers on the School Verification Report (SVR). How will EQAO ensure confidentiality?

| Grade 3 and Grade 6 Assessments of Reading, Writing and Mathematics | Grade 9 Assessment of Mathematics | The Ontario Secondary School Literacy Test (OSSLT) |

National and International Assessments | EQUIP and Improvement Planning | Achievement Results | About EQAO | What's New | Assessment Calendar | Media Highlights | Educator Opportunities |

site map | contact us | français |

Please send your comments and general inquiries to [email protected]

This page was last updated on May 20, 2003.

Today's Date: May 21, 2003

Education Quality and Accountability Office


Cop

y fo

r arc

hive

pur

pose

s. P

leas

e co

nsul

t orig

inal

pub

lishe

r for

cur

rent

ver

sion

. C

opie

à d

es fi

ns d

’arc

hiva

ge.

Veu

illez

con

sulte

r l’é

dite

ur o

rigin

al p

our l

a ve

rsio

n ac

tuel

le.














http://www.eqao.com/eqao/home_page/06f/6_2f.html

mailto:[email protected]


Questions and Answers

Grade 9 General Questions

1. What are the dates for the administration of the Grade 9 Assessment of Mathematics? Students enrolled in first-semester applied and academic mathematics programs wrote the assessment January 8–21, 2003.

Students enrolled in second-semester and full-year applied or academic mathematics programs will write the assessment May 26–June 13, 2003.

2. What role does the Grade 9 Assessment of Mathematics play in relation to ongoing classroom assessment? The assessment is based directly on the Grade 9 expectations in the provincial curriculum and is administered to Grade 9 students enrolled in applied or academic programs across the province. The results provide a snapshot of student achievement that adds to the more comprehensive information teachers collect throughout the year from classroom assessments. Teachers have the option of marking all or parts of the assessment; in that case, the results may count towards the student's mark for the course.

3. How stressful is the Grade 9 Assessment of Mathematics? The assessment is designed to be challenging and engaging for all students. It is designed by classroom teachers to resemble the work that students do in class every day. The actual items are reviewed by committees of educators to make sure that they are grade- and age-appropriate. They are also tested extensively with students.

4. Does province-wide testing interfere with teaching? No. Students, teachers and parents need feedback on how well students are doing. EQAO's assessments are based directly on the provincial curriculum. They reinforce and extend the knowledge and skills that students have been taught. Many teachers use the assessments as a review prior to final examinations or mark some components as part of a student's mark.

5. Will teachers begin "teaching to" EQAO's tests? The Grade 9 assessment covers the range of expectations in the curriculum. The only way to prepare for it is to address all of the expectations in the mathematics curriculum throughout the semester or year.

6. How does EQAO ensure that assessments do not discriminate against certain groups? All EQAO assessment materials are tested and reviewed by educators and experts to ensure that they are

http://www.eqao.com/eqao/home_page/06e/6_2_1e.html (1 of 12) [5/21/2003 3:40:40 PM]

Cop

y fo

r arc

hive

pur

pose

s. P

leas

e co

nsul

t orig

inal

pub

lishe

r for

cur

rent

ver

sion

. C

opie

à d

es fi

ns d

’arc

hiva

ge.

Veu

illez

con

sulte

r l’é

dite

ur o

rigin

al p

our l

a ve

rsio

n ac

tuel

le.














http://www.eqao.com/eqao/home_page/06f/6_2_1f.html


fair, appropriate and free of bias.

7. Are all students expected to participate in the Grade 9 Assessment of Mathematics? Yes. The Education Quality and Accountability Office Act states that all students who are enrolled in a Grade 9 applied or academic mathematics program are required to participate. EQAO's policy does permit school principals to exempt individual students with special needs. Students enrolled in locally developed Grade 9 programs are not required to participate, since there is no provincial curriculum for their courses.

8. Can school boards or individual students choose not to participate in an assessment? No. The legislation that established EQAO (Bill 30) requires all students in publicly funded schools to participate in provincial assessments. Some students are exempted or accommodated on an individual basis; accommodations and exemption are provided according to the student's needs and the EQAO Policy on Exemption and Accommodations. Accommodations include provision of extra time, assistance with pacing, provision of a quiet work place, provision of assessment tasks in a different format (e.g., Braille text) or permission to use various technological resources (e.g., a voice-activated computer). Special education students, unless exempted, are required to participate in provincial assessments.

9. Are there special provisions for students enrolled in ESL/ELD programs? Yes. Special provisions may be made for students who are enrolled in English as a Second Language (ESL) or English Literacy Development (ELD) programs. These are available to students in ESL and ELD, Levels 1 to 4 and Bridge to English-ESL Level 5. If there are no ESL/ELD programs available at a student's school, but he or she would qualify for one of the above-listed programs, the student may be given special provisions.

10. Do the Grade 9 assessment results count toward student's regular grades? In some cases, yes. Teachers have the option of marking all of a student's work or a portion of it and including the mark in the student's grade for the course.

11. Are students allowed to use dictionaries or electronic translators? No. In order to ensure consistency in administration across the province, students are not allowed to use dictionaries or electronic translators.

12. Why is the assessment so long? The assessment is designed to give students multiple opportunities to demonstrate their knowledge and skills in mathematics and to ensure that student reports are based on sufficient evidence to be valid.

13. Do private schools need to participate? No. Participation in the Grade 9 Assessment of Mathematics is optional for private schools.

14. Is the English-language assessment comparable to the French-language assessment? The assessments are developed in parallel. Forty percent of the English-language and French-language assessments are the same. However, because there are curriculum differences, French-language and English-language assessments and results are not comparable.

15. Why are different assessments developed for students in applied and academic programs? Students in Grade 9 may choose either applied or academic courses. EQAO develops separate versions of the assessment because a number of the curriculum expectations for the two programs differ. However, forty percent of the curriculum expectations for applied and academic courses are the same, so some of the assessment items are identical. Sample Assessment Items and Student Responses and Support materials are available for both courses.

16. What are the options for administering the assessment? The assessment must be administered between the dates specified by EQAO. (In 2003, for Semester 1 students, they were January 8–21: for Semester 2, they are May 26–June 13).

There are two scheduling plans for the assessment. The choice of plan must be made on a whole


Cop

y fo

r arc

hive

pur

pose

s. P

leas

e co

nsul

t orig

inal

pub

lishe

r for

cur

rent

ver

sion

. C

opie

à d

es fi

ns d

’arc

hiva

ge.

Veu

illez

con

sulte

r l’é

dite

ur o

rigin

al p

our l

a ve

rsio

n ac

tuel

le.


http://www.eqao.com/eqao/home_page/pdf_e/00P062e.pdf

http://www.eqao.com/eqao/home_page/pdf_e/00P062e.pdf


school/department basis. It is not acceptable for two classes completing the same assessment to follow different schedules. Applied and academic classes may, however, follow separate schedules. Schools completing Booklet 4 will follow a three- or five-day schedule. (Only some schools will receive Booklet 4.) All others will follow a two- or four-day schedule.

Two or Three-Day ScheduleDay OneBooklet 1 (Multiple-Choice) – 30 minBooklet 2 Part I (Tasks) – 40 min

Day TwoBooklet 3 (Short Answer) – 30 minBooklet 2 Part II (Tasks) – 40 min

Day ThreeBooklet 4 – 30 min

Four or Five-Day ScheduleDay OneBooklet 1 (Multiple-Choice) – 30 min

Day TwoBooklet 2 Part I (Tasks) – 40 min

Day ThreeBooklet 3 (Short Answer) – 30 min

Day FourBooklet 2 Part II (Tasks) – 40 min

Day FiveBooklet 4 – 30 min

17. What is a strand?A strand is a major area of knowledge and skills that the curriculum addresses. For Grade 9, the four strands are Number Sense and Algebra, Relationships, Analytic Geometry, and Measurement and Geometry.

18. What is a category?A category is a skill. In the Grade 9 curriculum, the four categories are Knowledge and Understanding, Communication, Problem Solving and Application.

19. What do the four strands mean?❍ Number Sense and Algebra: Applying essential numeric skills in solving new problems within a

context and applying algebraic concepts and skills for the study and application of relations.

❍ Relationships: Identifying and understanding the properties of linear relations through the collection and interpretation of data from a variety of real-life situations and the creation of algebraic models for the data.

❍ Analytical Geometry: Using various mathematical forms to demonstrate understanding of the geometry of the x-y plane, with a focus on linear relations and properties of slope.

❍ Measurement and Geometry: Understanding and using formulas and applications of three-dimensional figures to explore the relationships between measurement and geometry.


Cop

y fo

r arc

hive

pur

pose

s. P

leas

e co

nsul

t orig

inal

pub

lishe

r for

cur

rent

ver

sion

. C

opie

à d

es fi

ns d

’arc

hiva

ge.

Veu

illez

con

sulte

r l’é

dite

ur o

rigin

al p

our l

a ve

rsio

n ac

tuel

le.


Demonstrating an understanding of some properties of triangles and quadrilaterals.

20. What do the four categories mean?❍ Knowledge and Understanding: Understanding of concepts and performing algorithms,

operations and procedures.

❍ Communication: Explaining reasoning and using mathematical language, symbols, visuals and conventions.

❍ Problem Solving: Reasoning and applying the steps of an inquiry/problem-solving process.

❍ Applications: Selecting concepts, formulas, algorithms and tools to fit the information given.

21. How was the 2002–2003 assessment created? The assessment is based on the Ontario Grade 9 Mathematics curriculum and the framework created in 2000–2001. Questions were developed and tried out in both English and French classes by teams of mathematics teachers. The teams represented different geographical regions of Ontario.

Items were pilot tested and field tested during the administrations in previous years. All across the province, questions for the academic assessment were pilot tested in academics mathematics classes, and questions for the applied assessment were pilot tested in applied classes. The questions were then marked, reviewed and revised and the next version of the assessment was created for the field test. At various stages, students, mathematics teachers, curriculum experts, special education teachers, university mathematicians and markers provided feedback on the assessments. EQAO used their recommendations to revise and finalize the assessment materials.

At various stages in the process, the assessments were validated by educators with expertise in mathematics, in-depth knowledge of the expectations for Grade 9, experience with equity issues, knowledge of students with special needs and technical expertise in the areas of assessment validity and reliability.

22. What is the difference between pilot testing and field testing for the Grade 9 Assessment of Mathematics? From pilot testing a question, EQAO finds out

1. if the wording is clear, 2. if students understand the question, 3. if the question gets appropriate responses for the expectation it assesses, 4. if there is a range of responses and 5. if the graphics are helpful.

Field tests ensure that the questions are all "working." The field-test data are analyzed to determine difficulty and correlation (how scores on individual questions relate to the student's total score). Based on these statistical analyses, and in conjunction with curriculum coverage requirements, items are selected for the assessment.

23. How is the 2002–2003 assessment linked to the curriculum? The purpose of the assessment is to test the extent to which the curriculum was learned by the students of Ontario. Therefore, test specifications relate only and directly to the curriculum established by the Ontario Ministry of Education.

Classroom teachers and education officers thoroughly analyzed the curriculum. They identified the expectations common to both English and French curricula, those common to both the applied and the academic program, and the unique expectations. Since some of the expectations in the Ontario Curriculum are common, it was decided that some of the questions would be common and the rest would be unique to each program and language. Four different versions of the assessment for each of the winter and spring administrations were developed to meet the expectations of each language and program.


Cop

y fo

r arc

hive

pur

pose

s. P

leas

e co

nsul

t orig

inal

pub

lishe

r for

cur

rent

ver

sion

. C

opie

à d

es fi

ns d

’arc

hiva

ge.

Veu

illez

con

sulte

r l’é

dite

ur o

rigin

al p

our l

a ve

rsio

n ac

tuel

le.


Three components form the assessment: multiple-choice questions, short-answer questions and extended-response tasks. Four strands (Number Sense and Algebra, Relationships, Analytic Geometry, Measurement and Geometry) and four categories (Knowledge and Understanding, Communication, Problem Solving, Applications) make up the Ontario mathematics curriculum. All are evaluated within the components of the assessment to meet the curriculum expectations.

❍ Each short-answer question provides information about one strand and one category. ❍ Each multiple-choice question provides information about one strand and one category. ❍ Each extended-response task provides information about one or two strands and all four categories.

Administration

1. Can students write the Grade 9 Assessment of Mathematics in pencil? Yes. Students may write in pencil or in blue or black ink. However, if a student's work becomes smudged or illegible, markers may not be able to read it or mark it.

2. Who determines the number of days for the Grade 9 Assessment of Mathematics administration? This is a school decision, but all academic classes within a school must follow one scheduling plan. All applied classes within a school must follow one plan, as well. The plan selected for applied classes does not need to be the same as the one for the academic classes.

3. Can students use a highlighter for the Grade 9 Assessment of Mathematics? Students may, if they wish, highlight parts of questions; answers must be written in pen or pencil. The teacher may not highlight parts of the questions for the students.

4. What will happen if a student is absent or ill? If students are absent during the assessment, teachers should have them complete the assessment when they return, if this is possible within the prescribed time limits. On the Class Tracking Sheet, teachers are required to record the parts of the assessment that are incomplete due to student absence. If a student moves out of the school during the assessment, the student is marked absent; his or her material will be returned to EQAO.

5. What technology must students have to do the Grade 9 Assessment of Mathematics? For multiple-choice questions, tasks and short answer questions, students are required to use a scientific calculator. A student may use a graphing calculator, as long as he or she has individual access to one. Calculators may not be borrowed or loaned during the administration of the assessment. No calculators can change hands after students have started writing.

For some students completing Booklet 4, a graphing calculator is required and made available by the school. These booklets have a graphing calculator icon on the cover.

6. Can the Grade 9 Assessment of Mathematics be administered in a large setting (e.g., a gymnasium) in the same way that the Ontario Secondary School Literacy Test is administered? It is EQAO's expectation that students will complete the mathematics assessment in their regularly scheduled mathematics classes under the supervision of their mathematics teacher. Administering the assessment in a large setting is permitted if doing so is in the students' best interest.

7. Can the assessment be scheduled using a different plan, instead of three or five days? (For example, can two 30-minute blocks be put together?) This is allowed, as long as the length of the class period permits. Booklets must be completed in the required order.

8. What does EQAO do if the administration procedures you outline for schools are not followed?


Cop

y fo

r arc

hive

pur

pose

s. P

leas

e co

nsul

t orig

inal

pub

lishe

r for

cur

rent

ver

sion

. C

opie

à d

es fi

ns d

’arc

hiva

ge.

Veu

illez

con

sulte

r l’é

dite

ur o

rigin

al p

our l

a ve

rsio

n ac

tuel

le.


EQAO has a strict policy on administration irregularities. If an irregularity in the administration process is reported, EQAO will conduct an investigation to determine the validity of the report. If it is discovered that administration procedures were not followed, EQAO could declare the data invalid and not provide any results to the classroom and/or school in question, depending on the nature of the irregularity.

Preparing for the Test

1. What is on the test? All questions are based on the expectations in The Ontario Curriculum, Grades 9 and 10: Mathematics for students in Grade 9 applied and academic programs. The assessment provides multiple opportunities for students to show what they know and what they can do in relation to the strands (Number Sense and Algebra, Relationships, Analytic Geometry, Measurement and Geometry) and categories (Knowledge and Understanding, Communication, Problem Solving, Applications). There are four components:

Multiple-ChoiceStudents solve 24 questions during a 30-minute period.

Multiple-choice questions are related to a single curriculum strand (e.g., Number Sense and Algebra) and category (e.g., Problem Solving). They give students an opportunity to demonstrate their understanding without having to show their work. These questions assess components of the curriculum that can be measured easily and effectively through multiple-choice questions.

Short AnswerStudents solve 10 problems during a 30-minute period.

Each short-answer item is related to a single strand and category. These items require students to think mathematically but require minimal written response.

TasksStudents complete a total of six tasks: three tasks in 40 minutes, in each of two mathematics classes.

Each task is a collection of related questions based on one or two strands of the curriculum. The tasks are scored for evidence of achievement across all four categories in the strands related to the question.

Additional ComponentStudents in some schools are asked to complete an additional 30-minute component. Multiple versions of these additional booklets are distributed across the province. They contain items used to establish comparability of assessments and items being pilot tested or field tested for future assessments or support materials. The additional component may consist of multiple-choice questions, short-answer items or tasks.

2. What resources are students allowed to use during the assessment? The following resources are included for students:

❍ Formula SheetA single, two-sided formula sheet is made available to each student writing the assessment.

❍ Key Words and Phrases in Instructions SheetThis sheet is distributed with the Support Materials. It is also reproduced in the front of every student booklet. This sheet provides a set of words and instructions used routinely in the assessment. Definitions are provided so that students understand what each question is asking them to do.

❍ Glossaire de termes mathématiques anglais à français et français à anglais— 9e année


Cop

y fo

r arc

hive

pur

pose

s. P

leas

e co

nsul

t orig

inal

pub

lishe

r for

cur

rent

ver

sion

. C

opie

à d

es fi

ns d

’arc

hiva

ge.

Veu

illez

con

sulte

r l’é

dite

ur o

rigin

al p

our l

a ve

rsio

n ac

tuel

le.


Students enrolled in French Immersion and Extended French programs write the Grade 9 Assessment of Mathematics in the English language. The glossary provides translations of mathematical terms required for this assessment. One copy for each student is made available to all classes identified as French Immersion or Extended French on the School Verification Reports.

Accommodations

1. What is an accommodation? An accommodation is a support or service that a student with special needs requires in order to demonstrate competence in the skills being measured by an EQAO assessment.

An accommodation may change the way the test is administered or responded to by the student. An accommodation will not change the meaning or validity of test results.

Modifications are not allowed; they are supports and services that alter the meaning and validity of the test results. Adaptations, alterations of the test content and teacher assistance in the form of clarification or explanation of parts of the test are modifications and are not permitted, as they will compromise both the integrity and the validity of the test. Modifications may be appropriate during classroom instruction or assessment but they are not allowed during the Grade 9 Assessment of Mathematics.

Allowed accommodations include the following:

❍ Setting: individual or small-group setting in a separate location or familiar place, individual study carrel, special lighting or adaptive equipment

❍ Timing: additional time for the assessment but no more than double the time ❍ Breaks: periodic supervised breaks ❍ Prompts: cues to draw student's attention back to the test ❍ Alternative versions: Braille, large-print, audiotape ❍ Coloured paper or overlays ❍ Electronic version: single-sided copy of the assessment for scanning purposes ❍ Alternative instructions: American Sign Language or other signed language or oral interpreter for

instructions, verbatim reading of instructions and questions ❍ Assistive devices and technology: e.g., Kurzweil reader, speech synthesizer, Bliss board, voice-to-

text software ❍ Augmentative Alternative Communication Systems ❍ Alternative response recording: verbatim scribing, audiotaping, use of computer or word

processor

2. Who is eligible for accommodations? Students with special needs who have Individual Education Plans that clearly describe the accommodations required to demonstrate competence in the skills being measured by the assessment, are eligible. The accommodation must conform to the definition of "accommodation" in the EQAO policy "Accommodations for Students with Special Needs" and must not be what is defined as a "modification."

A student does not have to be identified as exceptional by an Identification, Placement, and Review Committee (IPRC).

3. If a student is informally accommodated in the classroom, can he or she be accommodated on the assessment without an Individual Education Plan? Accommodations for this assessment must be included in the student's Individual Student Report (IEP). All accommodations provided to a student with special needs must be documented in the IEP to ensure that they are known to parents, recognized by the school and the ministry, and are available for all relevant assessments and evaluations. This is consistent with the Ministry of Education document Individual Education Plans: Standards for Development, Program Planning, and Implementation, 2000.


Cop

y fo

r arc

hive

pur

pose

s. P

leas

e co

nsul

t orig

inal

pub

lishe

r for

cur

rent

ver

sion

. C

opie

à d

es fi

ns d

’arc

hiva

ge.

Veu

illez

con

sulte

r l’é

dite

ur o

rigin

al p

our l

a ve

rsio

n ac

tuel

le.

http://www.eqao.com/eqao/home_page/pdf_e/02/02P039e.pdf

http://www.eqao.com/eqao/home_page/pdf_e/02/02P039e.pdf


4. Who makes the decision to provide an accommodation? The principal decides what accommodations are to be provided, based on the student's Individual Education Plan, in consultation with the student, parents and appropriate staff, such as the special education teacher and/or professional services staff.

5. Are electronic translators or dictionaries allowed as an accommodation for ESL students? No. As there are no standard versions of these devices, students are not allowed to use them. Dictionaries and translators are not an allowable accommodation.

6. Who is eligible for special provisions? Special provisions may be provided to students enrolled in English as a Second Language (ESL) or English Literacy Development (ELD) programs (ESL, levels 1 to 4; ELD, levels 1 to 4; Bridge to English, ESL level 5). If there is no appropriate ESL/ELD program available to a student but he or she would qualify for one of the above-listed programs if it were offered at his or her school, the student may be given a special provision.

7. What special provisions can be offered? ❍ periodic supervised breaks (the duration of the break will not be deducted from the time allowed for

the component on which the student is working);

❍ additional time for the assessment, but not more than double the time (each component administered on any day must be completed by the end of that day);

❍ verbatim reading of questions and

❍ an individual or small-group setting in a separate location or familiar space, or an individual study carrel.

Special Cases

1. What will happen if a student is injured (e.g., broken arm) and does not have an Individual Education Plan?The principal may grant special permission for one or more accommodations.

2. If a student is a recent arrival to the school from another province or country, is the student required to write the assessment?The principal may grant special permission for one or more accommodations or an exemption.

Exemptions

1. Who is eligible for an exemption from the Grade 9 Assessment of Mathematics? Students with Special NeedsAn exemption may be considered if the full range of permitted accommodations has been considered and it is determined that the student still would not be able to provide evidence of learning under these conditions.

The decision about any exemption must be made on an individual basis as follows:

❍ The parent(s), teacher, principal and appropriate student services personnel consult with one another about the exemption. The parent(s) and student should be informed that the assessment activities are part of the classroom instruction during the period of the assessment.


Cop

y fo

r arc

hive

pur

pose

s. P

leas

e co

nsul

t orig

inal

pub

lishe

r for

cur

rent

ver

sion

. C

opie

à d

es fi

ns d

’arc

hiva

ge.

Veu

illez

con

sulte

r l’é

dite

ur o

rigin

al p

our l

a ve

rsio

n ac

tuel

le.


❍ The principal contacts the parent(s) to obtain signed informed consent. The principal keeps the signed consent form in the school office and the exemption is noted on the Student Information Form. The assessment booklets are marked "not complete" on the Class Tracking Sheet.

❍ If consent is not obtained, the student participates in the assessment and may be considered for accommodations. All accommodations are recorded on the Student Information Form.

Students in ESL/ELD ProgramsStudents who are taking ESL/ELD courses and have not yet acquired a level of proficiency in English sufficient to complete the assessment, even with special provisions, should be exempted.

The decision about any exemption must be made on an individual basis as follows:

❍ The principal contacts the parent(s) to obtain signed informed consent. The principal keeps the signed consent form in the school office and the exemption is noted on the Student Information Form and the assessment booklets are marked "not complete" on the Class Tracking Sheet.

❍ If consent is not obtained, the student participates in the assessment and may be considered for accommodations. All accommodations are recorded on the Student Information Form.

In-class Assessment

1. How will teachers get students to take the assessment seriously when it doesn't "count"?Teachers have the option of marking portions of their students' work before it is submitted to EQAO. Teachers may also use the assessment as an effective review prior to the final examination. No marks may be placed on student work and no materials may be copied.

2. Can teachers review the assessment materials? Yes. Teachers will be provided with copies of assessment materials, and they may also evaluate portions of student work for in-class assessment purposes. No marks may be placed on student work and no materials may be copied.

Marking

1. Who does the marking? Teachers currently holding a valid Ontario Teaching Certificate will mark the assessment.

2. When will marking take place for the 2002–2003 assessment? Marking of the full assessment will take place during July 2003.

3. What training will the markers receive? The teachers are trained to mark consistently. The training consists of

❍ an introduction to the assessment; ❍ ensuring that markers understand the scoring procedures; ❍ practice-marking of pre-selected student work and ❍ paired marking.

Each day, markers participate in paired marking and group marking of papers. Retraining is provided by EQAO to ensure marker reliability.

4. How does EQAO ensure that marks are reliable?


Cop

y fo

r arc

hive

pur

pose

s. P

leas

e co

nsul

t orig

inal

pub

lishe

r for

cur

rent

ver

sion

. C

opie

à d

es fi

ns d

’arc

hiva

ge.

Veu

illez

con

sulte

r l’é

dite

ur o

rigin

al p

our l

a ve

rsio

n ac

tuel

le.


As part of the training process, and during each day of marking, all markers mark copies of the same student's work. The results of this exercise allow EQAO to identify and address any inconsistencies quickly through retraining.

For each day of marking, EQAO analyzes the statistical pattern of marks assigned by each marker. If the pattern suggests that a marker may not be marking in a consistent and reliable way on that day, the papers done by the marker are re-marked.

Also, a random number of papers are selected and recycled through the marking process. Therefore, a sample of papers are marked at least twice, allowing EQAO to assess the general level of marking consistency.

Reporting

1. How many students participated in the 2001–2002 Grade 9 assessment? More than 45 207 students participated in the applied English-language assessment and more than 95 909 students participated in the academic English-language assessment.

More than 1658 students participated in the applied French-language assessment and more than 3330 students participated in the academic French-language assessment.

2. How was the 2001–2002 Grade 9 Assessment scored? Teachers trained as markers scored the short-answer items and tasks using a coding system. The multiple-choice items were machine scored. With the aid of a statistical procedure that took into account the difficulty level of each item, the codes and multiple-choice scores that applied to each category and strand were mapped onto the four-level scale that EQAO uses to report each student's overall achievement across the strands and categories.

3. How are the overall scores calculated? Overall scores are calculated using an approach called Item Response Theory (IRT). Results for each item are combined, taking into account the relative difficulty of the item and the correlation between the item and the overall achievement across all students. The resulting IRT score is transferred onto the reporting scale using data from teacher markers, who provided input on the relationship between the response codes for each item and the level-of-achievement scale.

4. How is the scoring aligned with the levels of achievement? Information from three sources had to be combined: (1) marker judgments about how each item's marking codes align to the reporting levels, (2) item response theory (IRT) item calibration results and (3) results of equating the June 2002 assessment onto the January 2002 assessment's scale. Then the reporting levels were mapped onto the continuum of performance.

5. How is comparability accomplished within the January and June assessments and across years? Some items are administered to students in both the January and June assessments. These items enable EQAO to conduct comparability studies and to report all students in the same program on the same scale. Some items are administered over consecutive years. This enables EQAO to ensure the results are comparable.

6. How is it determined whether a student will receive overall and strand and category levels? The criterion is based on the Standard Error (SE) of his or her IRT scores .

7. Which assessment (French-language or English-language) was administered to French Immersion students? Students enrolled in French Immersion programs in English-language schools were administered the English-language assessment and were provided with a French/English and English/French glossary of


Cop

y fo

r arc

hive

pur

pose

s. P

leas

e co

nsul

t orig

inal

pub

lishe

r for

cur

rent

ver

sion

. C

opie

à d

es fi

ns d

’arc

hiva

ge.

Veu

illez

con

sulte

r l’é

dite

ur o

rigin

al p

our l

a ve

rsio

n ac

tuel

le.


mathematics terms.

8. Why were students in locally developed programs not assessed? Programs developed locally within school boards meet educational needs that are not met by courses outlined in the provincial curriculum policy documents. Since the assessments are based on the Ontario curriculum documents, it would be unfair to have students in locally developed programs write them.

9. The Grade 9 Mathematics curriculum established "passable levels" of achievement. How do the levels relate to the provincial standard? The following table taken from Program Planning and Assessment: The Ontario Curriculum, Grade 9 to 12, 2000, published by the Ministry of Education, provides a summary description of achievement in each percentage grade range and corresponding level of achievement. Level 3 is the provincial standard.

Percentage Grade Range

Achievement Level

Summary Description

80–100% Level 4 A very high to outstanding level of achievement. Achievement is above the provincial standard.

70–79% Level 3 A high level of achievement. Achievement is at the provincial standard.

60–69% Level 2 A moderate level of achievement. Achievement is below, but approaching, the provincial standard.

50–59% Level 1 A passable level of achievement. Achievement is below the provincial standard.

Below 50% Insufficient achievement of curriculum expectations.

10. Did students in a full-year program do better on the Grade 9 Assessment of Mathematics than students in a semestered program? Since the relative merits of non-semestering and semestering remain a subject of much discussion, EQAO will be reporting on achievement by students in semestered and full-year programs each year. It is too soon to give a definitive response.

11. How should the results be used? EQAO provides school, board and provincial reports as well as individual student reports. The reports provide detailed information about the results of the assessment. The strand and category achievement levels provide more detailed information about students' strengths and weaknesses in specific areas of the mathematics curriculum. Students, parents and teachers can use the information in the reports to improve student achievement where it is most needed.

The reports provide information that educators and parents can use to improve classroom programs and instructional planning. They can also be used in researching student achievement.

12. Is there a review process? What is it? If a student's results on the assessment appear inconsistent with his or her usual achievement in mathematics, the student or parent may request that EQAO review the marking of the student's assessment. The student or parent should call the school principal as soon as possible.

13. Can parents see a student's work? Sample test items are available on the Web site. In order to maintain the security of the assessment, EQAO does not return students' work on the Grade 9 Assessment of Mathematics to schools.

14. How will the scores be calculated for students who are absent for a part of the assessment? The criterion used to determine whether a student will receive overall and strand and category


Cop

y fo

r arc

hive

pur

pose

s. P

leas

e co

nsul

t orig

inal

pub

lishe

r for

cur

rent

ver

sion

. C

opie

à d

es fi

ns d

’arc

hiva

ge.

Veu

illez

con

sulte

r l’é

dite

ur o

rigin

al p

our l

a ve

rsio

n ac

tuel

le.


performance levels is based on the Standard Error (SE) of his or her IRT scores.

Theoretically, a longer test will yield more information and tend to have smaller SEs, and therefore, more reliable test results. Students who answered more test items will tend to have a smaller SE than those who answered fewer.

Scores were reported for students for whom the standard error was reasonable.

15. Does the assessment cover the curriculum's problem-solving and technology expectations? Aspects of problem solving are included in multiple-choice questions, short-answer items and tasks. Some technology expectations are addressed through items such as graphic representations from graphing calculators and dynamic geometry software. EQAO is currently reviewing the assessment framework and looking at different options for assessing technology expectations.

16. When will students receive their individual reports? Individual Student Reports for the 2002-2003 assessment will be sent to schools for distribution to students in the fall of 2003.

17. Will schools receive a report on student performance within their school? EQAO releases a school report for each school. EQAO also releases to boards the aggregated board results and the results of each school in their jurisdiction.

18. How will the media be informed of the assessment results? Provincial results will be available on this site in the fall of 2003. School and board results will be available on this site in the winter of 2003/04.

19. EQAO collects the names of teachers on the School Verification Report (SVR). How will EQAO ensure confidentiality? EQAO assessments are not used for the purpose of ranking or evaluating individual teachers. The tests are a broad, system-wide check on the strengths and weaknesses at the provincial, school board and school levels. EQAO does not report on a class-by-class basis.

EQAO collects teachers' names only to facilitate distribution and collection of materials. EQAO does not collect teachers' names for any type of reporting. Information regarding the province, boards and schools is released to the public in a way that prevents inferences being drawn about individuals. EQAO maintains all data and records in accordance with the Freedom of Information/Protection of Privacy Act, which prohibits use of the information for purposes other than those intended.

| Grade 3 and Grade 6 Assessments of Reading, Writing and Mathematics |

Grade 9 Assessment of Mathematics | The Ontario Secondary School Literacy Test (OSSLT) | National and International Assessments | EQUIP and Improvement Planning | Achievement Results |

About EQAO | What's New | Assessment Calendar | Media Highlights | Educator Opportunities | site map | contact us | français |

Please send your comments and general inquiries to [email protected]

This page was last updated on May 20, 2003.

Today's Date: May 21, 2003

Education Quality and Accountability Office


Cop

y fo

r arc

hive

pur

pose

s. P

leas

e co

nsul

t orig

inal

pub

lishe

r for

cur

rent

ver

sion

. C

opie

à d

es fi

ns d

’arc

hiva

ge.

Veu

illez

con

sulte

r l’é

dite

ur o

rigin

al p

our l

a ve

rsio

n ac

tuel

le.














http://www.eqao.com/eqao/home_page/06f/6_2_1f.html

mailto:[email protected]

Questions and Answers · Questions and Answers General Questions Administration Preparing for the...

Documents

Transcript of Questions and Answers · Questions and Answers General Questions Administration Preparing for the...