introduction€¦ · the mathematics teachers of the students assessed in may 2010 as part of pcap...

PCAP 2010: Mathmatics Assessment / New Brunswick

Link Between Responses to Teacher’s Questionnaire and Students’ Mean Scores

1

Introduction

The Mathematics teachers of the students assessed in May 2010 as part of PCAP were asked to

answer a complementary questionnaire focusing primarily on certain teaching practices for this

discipline in their class. The tables contained in this report establish links between the answers

given by the teachers and the results obtained by their students assessed in New Brunswick in

the mathematics test administered in 2010.

The students’ answers have been weighted to reflect the size of the population of origin for each

student assessed. In addition, instances with no answer for either option provided have been

excluded from the compilations.

It should be remembered that the results obtained by students fall within a scale on which the

average for all students is set at 500 with a standard variation of 100. Margins of error at a 95%

confidence level have been calculated. The charts show the results obtained by students for

each possible answer. The margins of error are also shown for each result calculated. In the

charts in this report, the confidence intervals are represented by the symbol |-- • --|. If the

confidence intervals overlap, the differences are deemed not statistically significant.



2

Q1_01 - Are you male or female?

Proportion Mathematics

Male 35.6 (2.0) 468.7 (7.2) Female 64.4 (2.0) 487.5 (4.9) Total 100.0 (0.0) 480.8 (4.1)

Statistics are weighted.

Link Between Responses to Teacher’s Questionnaire and Students’ Mean Scores - New Brunswick

Are you male or female?

Mathematics

100 200 300 400 500 600

Male 468.7

Female 487.5



3

Q1_02 - Including this year, how many years of teaching experience do you have?


Less than 5 years 28.5 (1.9) 476.2 (8.1) 5 to 10 years 32.1 (2.0) 475.9 (7.2) 11 to 15 years 11.3 (1.3) 506.0 (11.9) 16 to 20 years 11.8 (1.4) 474.1 (11.0) More than 20 years 16.3 (1.5) 486.0 (9.8) Total 100.0 (0.0) 480.8 (4.1)



Including this year, how many years of teaching experience do you have?

Mathematics

100 200 300 400 500 600

Less than 5 years 476.2

5 to 10 years 475.9

11 to 15 years 506.0

16 to 20 years 474.1

More than 20 years 486.0



4

Q1_03A - Which of the following degrees or diplomas do you hold? (Check all that apply.) -- B.A. or equivalent


Yes 27.1 (1.9) 473.2 (7.4) No 72.9 (1.9) 483.5 (4.8) Total 100.0 (0.0) 480.7 (4.1)



Degrees or diplomas -- B.A. or equivalent

Mathematics

100 200 300 400 500 600

Yes 473.2

No 483.5



5

Q1_03B - Which of the following degrees or diplomas do you hold? (Check all that apply.) -- B.Sc. or equivalent


Yes 31.2 (1.9) 472.0 (8.1) No 68.8 (1.9) 484.7 (4.7) Total 100.0 (0.0) 480.7 (4.1)



Degrees or diplomas -- B.Sc. or equivalent

Mathematics

100 200 300 400 500 600

Yes 472.0

No 484.7



6

Q1_03C - Which of the following degrees or diplomas do you hold? (Check all that apply.) -- B.Ed. or equivalent (e.g., at least one year of teacher training)


Yes 90.9 (1.2) 479.3 (4.2) No 9.1 (1.2) 494.9 (13.9) Total 100.0 (0.0) 480.7 (4.1)



Degrees or diplomas -- B.Ed. or equivalent

Mathematics

100 200 300 400 500 600

Yes 479.3

No 494.9



7

Q1_03D - Which of the following degrees or diplomas do you hold? (Check all that apply.) -- Other bachelor’s degree


Yes 17.6 (1.6) 481.0 (9.5) No 82.4 (1.6) 480.7 (4.5) Total 100.0 (0.0) 480.7 (4.1)



Degrees or diplomas -- Other bachelor’s degree

Mathematics

100 200 300 400 500 600

Yes 481.0

No 480.7



8

Q1_03E - Which of the following degrees or diplomas do you hold? (Check all that apply.) -- M.Ed


Yes 4.9 (0.9) 490.8 (15.0) No 95.1 (0.9) 480.2 (4.2) Total 100.0 (0.0) 480.7 (4.1)



Degrees or diplomas -- M.Ed

Mathematics

100 200 300 400 500 600

Yes 490.8

No 480.2



9

Q1_03F - Which of the following degrees or diplomas do you hold? (Check all that apply.) -- Other master’s degree


Yes 2.5 (0.7) 487.3 (21.0) No 97.5 (0.7) 480.6 (4.1) Total 100.0 (0.0) 480.7 (4.1)



Degrees or diplomas -- Other master’s degree

Mathematics

100 200 300 400 500 600

Yes 487.3

No 480.6



10

Q1_03G - Which of the following degrees or diplomas do you hold? (Check all that apply.) -- Ph.D. or equivalent


Yes 0.0 (0.0) 0.0 (0.0) No 100.0 (0.0) 480.7 (4.1) Total 100.0 (0.0) 480.7 (4.1)



Degrees or diplomas -- Ph.D. or equivalent

Mathematics

100 200 300 400 500 600

Yes

No 480.7



11

Q1_03H - Which of the following degrees or diplomas do you hold? (Check all that apply.) -- Other degree or diploma


Yes 3.1 (0.7) 462.4 (17.0) No 96.9 (0.7) 481.3 (4.2) Total 100.0 (0.0) 480.7 (4.1)



Degrees or diplomas -- Other degree or diploma

Mathematics

100 200 300 400 500 600

Yes 462.4

No 481.3



12

Q1_03I - Which of the following degrees or diplomas do you hold? (Check all that apply.) -- No degree or diploma


Yes 0.0 (0.0) 0.0 (0.0) No 100.0 (0.0) 480.7 (4.1) Total 100.0 (0.0) 480.7 (4.1)



Degrees or diplomas -- No degree or diploma

Mathematics

100 200 300 400 500 600

Yes

No 480.7



13

Q1_04 - During your postsecondary studies, how many semester courses did you take in mathematics or mathematics-related subjects?


1-2 courses 42.0 (2.1) 481.5 (6.5) 3-5 courses 24.3 (1.8) 475.3 (7.6) 6-9 courses 12.0 (1.4) 486.8 (11.3) 10 or more courses 21.7 (1.7) 485.7 (9.3) Total 100.0 (0.0) 481.5 (4.1)



How many semester courses did you take in math or math-related subjects?

Mathematics

100 200 300 400 500 600

1-2 courses 481.5

3-5 courses 475.3

6-9 courses 486.8

10 or more courses 485.7



14

Q1_05A - Would you consider yourself a specialist in the teaching of mathematics, either by … Education


Yes 39.9 (2.1) 485.1 (6.7) No 60.1 (2.1) 481.3 (5.3) Total 100.0 (0.0) 482.8 (4.2)



Would you consider yourself a specialist in the teaching of mathematics - Education

Mathematics

100 200 300 400 500 600

Yes 485.1

No 481.3



15

Q1_05B - Would you consider yourself a specialist in the teaching of mathematics, either by … Experience


Yes 73.6 (1.9) 481.3 (4.8) No 26.4 (1.9) 480.7 (8.3) Total 100.0 (0.0) 481.1 (4.1)



Would you consider yourself a specialist in the teaching of mathematics - Experience

Mathematics

100 200 300 400 500 600

Yes 481.3

No 480.7



16

Q1_06 - Approximately what percentage of your total teaching assignment is in mathematics for this school year?


Less than 20% 4.7 (0.9) 523.8 (16.8) 20% to 39% 23.1 (1.8) 484.9 (8.5) 40% to 69% 34.0 (2.0) 477.3 (6.8) 70% or more 38.2 (2.0) 477.1 (6.8) Total 100.0 (0.0) 481.2 (4.1)



Approximately what percentage of your total teaching assignment is in mathematics for this school year?

Mathematics

100 200 300 400 500 600

Less than 20% 523.8

20% to 39% 484.9

40% to 69% 477.3

70% or more 477.1



17

Q1_07 - What is the AVERAGE number of students in the Grade 8/Year 2 of Secondary Cycle 1 mathematics classes you teach this year (total class size, even if multi-grade)?


Fewer than 15 students 5.3 (0.9) 499.0 (15.4) 15 to 19 students 23.5 (1.8) 477.0 (9.1) 20 to 24 students 34.3 (2.0) 481.9 (7.0) 25 to 29 students 31.7 (2.0) 484.0 (7.0) 30 or more students 5.1 (0.9) 448.4 (18.5) Total 100.0 (0.0) 480.6 (4.1)



What is the AVERAGE number of students in your mathematics classes you teach?

Mathematics

100 200 300 400 500 600

Fewer than 15 students 499.0

15 to 19 students 477.0



30 or more students 448.4



18

Q1_08 - How many grade levels are in your Grade 8/Year 2 of Secondary Cycle 1 mathematics class or classes?


One grade only 75.6 (1.8) 479.0 (4.6) Two grade levels in some or all classes 17.4 (1.6) 483.7 (10.8) Three or more grade levels in some or all classes

7.0 (1.1) 484.4 (18.2)

Total 100.0 (0.0) 480.2 (4.1)



How many grade levels are in your mathematics class or classes?

Mathematics

100 200 300 400 500 600

One grade only 479.0

Two grade levels in some or all classes 483.7

Three or more grade levels in some or all classes 484.4



19

Q1_09 - On average, how many days this year would you say your Grade 8/Year 2 of Secondary Cycle 1 mathematics class(es) have been taught by someone other than yourself (e.g., a substitute teacher)?


5 or fewer 38.0 (2.0) 486.8 (6.5) 6 to 9 37.3 (2.0) 475.4 (6.7) 10 to 19 15.6 (1.5) 484.2 (9.8) 20 or more 9.1 (1.2) 471.3 (14.9) Total 100.0 (0.0) 480.7 (4.1)



How many days this year your mathematics class(es) have been taught by someone other?

Mathematics

100 200 300 400 500 600

5 or fewer 486.8

6 to 9 475.4

10 to 19 484.2

20 or more 471.3



20

Q2_01 - In the past five years, how many days (or equivalent) of professional development related to the teaching of mathematics have you participated in?


None 2.9 (0.7) 556.7 (27.1) 1 to 2 days 14.1 (1.5) 466.8 (11.9) 3 to 4 days 9.7 (1.2) 471.7 (12.2) 5 to 8 days 15.5 (1.5) 488.2 (8.3) 9 or more days 57.9 (2.1) 479.1 (5.6) Total 100.0 (0.0) 480.3 (4.1)



How many days of professional development related to the teaching of math have you participated in?

Mathematics

100 200 300 400 500 600

None 556.7

1 to 2 days 466.8

3 to 4 days 471.7

5 to 8 days 488.2

9 or more days 479.1



21

Q2_02A1 - In which types of professional development in mathematics have you participated during the past five years? Indicate their effect on your mathematics teaching. -- University courses: Participated in


Yes 15.1 (1.5) 463.3 (10.4) No 84.9 (1.5) 483.8 (4.4) Total 100.0 (0.0) 480.7 (4.1)



Types of professional development: Participated in -- University courses

Mathematics

100 200 300 400 500 600

Yes 463.3

No 483.8



22

Q2_02A2 - In which types of professional development in mathematics have you participated during the past five years? Indicate their effect on your mathematics teaching. -- University courses: Effect on mathematics teaching


Little or none 23.1 (4.2) 498.0 (22.4) Some 71.5 (4.5) 459.2 (11.1) A lot 5.5 (2.3) 504.3 (42.6) Total 100.0 (0.0) 470.6 (9.8)



Types of professional development: Effect on teaching -- University courses

Mathematics

100 200 300 400 500 600

Little or none 498.0

Some 459.2

A lot 504.3



23

Q2_02B1 - In which types of professional development in mathematics have you participated during the past five years? Indicate their effect on your mathematics teaching. -- Conferences: Participated in


Yes 40.2 (2.0) 478.5 (6.5) No 59.8 (2.0) 482.2 (5.1) Total 100.0 (0.0) 480.7 (4.1)



Types of professional development: Participated in --Conferences

Mathematics

100 200 300 400 500 600

Yes 478.5

No 482.2



24

Q2_02B2 - In which types of professional development in mathematics have you participated during the past five years? Indicate their effect on your mathematics teaching. -- Conferences: Effect on mathematics teaching





Types of professional development: Effect on teaching -- Conferences

Mathematics

100 200 300 400 500 600


Some 474.4

A lot 481.5



25

Q2_02C1 - In which types of professional development in mathematics have you participated during the past five years? Indicate their effect on your mathematics teaching. -- Professional mathematics reading material: Participated in


Yes 62.5 (2.0) 483.6 (4.9) No 37.5 (2.0) 475.9 (7.3) Total 100.0 (0.0) 480.7 (4.1)



Types of professional development: Participated in -- mathematics reading material

Mathematics

100 200 300 400 500 600

Yes 483.6

No 475.9



26

Q2_02C2 - In which types of professional development in mathematics have you participated during the past five years? Indicate their effect on your mathematics teaching. -- Professional mathematics reading material: Effect on mathematics teaching





Types of professional development: Effect on teaching -- mathematics reading material

Mathematics

100 200 300 400 500 600


Some 481.3

A lot 499.5



27

Q2_02D1 - In which types of professional development in mathematics have you participated during the past five years? Indicate their effect on your mathematics teaching. -- Collaboration with other mathematics teachers: Participated in


Yes 89.9 (1.3) 478.8 (4.2) No 10.1 (1.3) 497.7 (13.8) Total 100.0 (0.0) 480.7 (4.1)



Types of professional development: Participated in -- Collaboration with other teachers

Mathematics

100 200 300 400 500 600

Yes 478.8

No 497.7



28

Q2_02D2 - In which types of professional development in mathematics have you participated during the past five years? Indicate their effect on your mathematics teaching. -- Collaboration with other mathematics teachers: Effect on mathematics teaching





Types of professional development: Effect on teaching -- Collaboration with other teachers

Mathematics

100 200 300 400 500 600


Some 471.6

A lot 480.8



29

Q2_02E1 - In which types of professional development in mathematics have you participated during the past five years? Indicate their effect on your mathematics teaching. -- Board/district or department/ministry of education professional development: Participated in


Yes 92.6 (1.1) 479.1 (4.2) No 7.4 (1.1) 500.6 (14.0) Total 100.0 (0.0) 480.7 (4.1)



Types of professional development: Participated in -- ministry of education professional development

Mathematics

100 200 300 400 500 600

Yes 479.1

No 500.6



30

Q2_02E2 - In which types of professional development in mathematics have you participated during the past five years? Indicate their effect on your mathematics teaching. -- Board/district or department/ministry of education professional development: Effect on mathematics teaching





Types of professional development: Effect on teaching -- ministry of education professional development

Mathematics

100 200 300 400 500 600


Some 469.7

A lot 484.6



31

Q2_03A1 - Have you have taken part in professional-development opportunities on the following topics in the past five years? Indicate their effect on your mathematics teaching. -- Implementation of new curriculum: Participated in


Yes 64.3 (2.0) 473.6 (5.1) No 35.7 (2.0) 493.5 (6.5) Total 100.0 (0.0) 480.7 (4.1)



Taken part in professional development: Participated in -- Implementation of new curriculum

Mathematics

100 200 300 400 500 600

Yes 473.6

No 493.5



32

Q2_03A2 - Have you have taken part in professional-development opportunities on the following topics in the past five years?. -- Implementation of new curriculum: Effect on mathematics teaching





Taken part in professional development: Effect on teaching -- Implementation of new curriculum

Mathematics

100 200 300 400 500 600


Some 462.0

A lot 476.4



33

Q2_03B1 - Have you have taken part in professional-development opportunities on the following topics in the past five years? Indicate their effect on your mathematics teaching. -- Implementation of new resources: Participated in


Yes 75.7 (1.8) 478.5 (4.7) No 24.3 (1.8) 487.6 (7.9) Total 100.0 (0.0) 480.7 (4.1)



Taken part in professional development: Participated in -- Implementation of new resources

Mathematics

100 200 300 400 500 600

Yes 478.5

No 487.6



34

Q2_03B2 - Have you have taken part in professional-development opportunities on the following topics in the past five years? Indicate their effect on your mathematics teaching. -- Implementation of new resources: Effect on mathematics teaching





Taken part in professional development: Effect on teaching -- Implementation of new resources

Mathematics

100 200 300 400 500 600


Some 470.1

A lot 482.2



35

Q2_03C1 - Have you have taken part in professional-development opportunities on the following topics in the past five years? Indicate their effect on your mathematics teaching. -- Teaching through problem solving: Participated in


Yes 45.6 (2.1) 480.8 (5.5) No 54.4 (2.1) 480.6 (6.0) Total 100.0 (0.0) 480.7 (4.1)



Taken part in professional development: Participated in -- Teaching through problem solving

Mathematics

100 200 300 400 500 600

Yes 480.8

No 480.6



36

Q2_03C2 - Have you have taken part in professional-development opportunities on the following topics in the past five years? Indicate their effect on your mathematics teaching. -- Teaching through problem solving: Effect on mathematics teaching





Taken part in professional development: Effect on teaching -- Teaching through problem solving

Mathematics

100 200 300 400 500 600


Some 468.9

A lot 495.9



37

Q2_03D1 - Have you have taken part in professional-development opportunities on the following topics in the past five years? Indicate their effect on your mathematics teaching. -- Assessment and evaluation: Participated in


Yes 81.5 (1.6) 483.3 (4.5) No 18.5 (1.6) 469.4 (9.0) Total 100.0 (0.0) 480.7 (4.1)



Taken part in professional development: Participated in -- Assessment and evaluation

Mathematics

100 200 300 400 500 600

Yes 483.3

No 469.4



38

Q2_03D2 - Have you have taken part in professional-development opportunities on the following topics in the past five years? Indicate their effect on your mathematics teaching. -- Assessment and evaluation: Effect on mathematics teaching





Taken part in professional development: Effect on teaching -- Assessment and evaluation

Mathematics

100 200 300 400 500 600


Some 472.8

A lot 493.9



39

Q2_03E1 - Have you have taken part in professional-development opportunities on the following topics in the past five years? Indicate their effect on your mathematics teaching. -- Teaching strategies: Participated in


Yes 63.1 (2.0) 472.7 (5.1) No 36.9 (2.0) 494.4 (6.7) Total 100.0 (0.0) 480.7 (4.1)



Taken part in professional development: Participated in -- Teaching strategies

Mathematics

100 200 300 400 500 600

Yes 472.7

No 494.4



40

Q2_03E2 - Have you have taken part in professional-development opportunities on the following topics in the past five years? Indicate their effect on your mathematics teaching. -- Teaching strategies: Effect on mathematics teaching





Taken part in professional development: Effect on teaching -- Teaching strategies

Mathematics

100 200 300 400 500 600


Some 463.0

A lot 483.3



41

Q2_03F1 - Have you have taken part in professional-development opportunities on the following topics in the past five years? Indicate their effect on your mathematics teaching. -- Facilitating investigations: Participated in


Yes 8.3 (1.1) 474.5 (12.5) No 91.7 (1.1) 481.3 (4.3) Total 100.0 (0.0) 480.7 (4.1)



Taken part in professional development: Participated in -- Facilitating investigations

Mathematics

100 200 300 400 500 600

Yes 474.5

No 481.3



42

Q2_03F2 - Have you have taken part in professional-development opportunities on the following topics in the past five years? Indicate their effect on your mathematics teaching. -- Facilitating investigations Effect on mathematics teaching





Taken part in professional development: Effect on teaching -- Facilitating investigations

Mathematics

100 200 300 400 500 600


Some 483.2

A lot 437.1



43

Q2_03G1 - Have you have taken part in professional-development opportunities on the following topics in the past five years? Indicate their effect on your mathematics teaching. -- Specific content knowledge: Participated in


Yes 27.8 (1.9) 484.1 (7.2) No 72.2 (1.9) 479.4 (4.9) Total 100.0 (0.0) 480.7 (4.1)



Taken part in professional development: Participated in -- Specific content knowledge

Mathematics

100 200 300 400 500 600

Yes 484.1

No 479.4



44

Q2_03G2 - Have you have taken part in professional-development opportunities on the following topics in the past five years? Indicate their effect on your mathematics teaching. --Specific content knowledge: Effect on mathematics teaching





Taken part in professional development: Effect on teaching -- Specific content knowledge

Mathematics

100 200 300 400 500 600


Some 476.7

A lot 492.0



45

Q2_03H1 - Have you have taken part in professional-development opportunities on the following topics in the past five years? Indicate their effect on your mathematics teaching. --Use of technology: Participated in


Yes 59.7 (2.0) 480.7 (5.5) No 40.3 (2.0) 480.7 (5.9) Total 100.0 (0.0) 480.7 (4.1)



Taken part in professional development: Participated in -- Use of technology

Mathematics

100 200 300 400 500 600

Yes 480.7

No 480.7



46

Q2_03H2 - Have you have taken part in professional-development opportunities on the following topics in the past five years? Indicate their effect on your mathematics teaching. --Use of technology: Effect on mathematics teaching





Taken part in professional development: Effect on teaching -- Use of technology

Mathematics

100 200 300 400 500 600


Some 476.6

A lot 480.8



47

Q2_03I1 - Have you have taken part in professional-development opportunities on the following topics in the past five years? Indicate their effect on your mathematics teaching. --Use of manipulatives: Participated in


Yes 73.3 (1.8) 478.6 (4.8) No 26.7 (1.8) 486.5 (7.6) Total 100.0 (0.0) 480.7 (4.1)



Taken part in professional development: Participated in -- Use of manipulatives

Mathematics

100 200 300 400 500 600

Yes 478.6

No 486.5



48

Q2_03I2 - Have you have taken part in professional-development opportunities on the following topics in the past five years? Indicate their effect on your mathematics teaching. --Use of manipulatives: Effect on mathematics teaching





Taken part in professional development: Effect on teaching -- Use of manipulatives

Mathematics

100 200 300 400 500 600


Some 476.5

A lot 475.7



49

Q2_03J1 - Have you have taken part in professional-development opportunities on the following topics in the past five years? Indicate their effect on your mathematics teaching. --Inquiry learning: Participated in


Yes 17.0 (1.6) 473.2 (9.4) No 83.0 (1.6) 482.3 (4.5) Total 100.0 (0.0) 480.7 (4.1)



Taken part in professional development: Participated in -- Inquiry learning

Mathematics

100 200 300 400 500 600

Yes 473.2

No 482.3



50

Q2_03J2 - Have you have taken part in professional-development opportunities on the following topics in the past five years? Indicate their effect on your mathematics teaching. --Inquiry learning: Effect on mathematics teaching





Taken part in professional development: Effect on teaching -- Inquiry learning

Mathematics

100 200 300 400 500 600


Some 465.8

A lot 486.1



51

Q3_01 - On average, how many minutes PER WEEK do you expect your students to spend on mathematics homework?


I do not assign mathematics homework (Go to question 4.)

12.5 (1.4) 449.3 (13.2)

Less than 30 minutes 20.1 (1.7) 483.9 (8.8) 30 minutes to one hour 34.7 (2.0) 481.8 (6.4) One to two hours 31.0 (1.9) 488.9 (7.8) More than two hours 1.7 (0.5) 505.5 (22.0) Total 100.0 (0.0) 480.8 (4.1)



How many minutes PER WEEK do you expect your students to spend on mathematics homework?

Mathematics

100 200 300 400 500 600

I do not assign mathematics homework (Go to question 4.) 449.3

Less than 30 minutes 483.9

30 minutes to one hour 481.8

One to two hours 488.9

More than two hours 505.5



52

Q3_02A - How often do you assign the following types of homework? -- Drill


Rarely or never 41.8 (2.3) 476.6 (6.6) A few times a month 43.8 (2.3) 491.3 (7.3) A few times a week 13.0 (1.5) 486.4 (10.7) Every or almost every class 1.5 (0.6) 470.5 (25.3) Total 100.0 (0.0) 484.2 (4.4)



How often do you assign the following types of homework? -- Drill

Mathematics

100 200 300 400 500 600

Rarely or never 476.6

A few times a month 491.3

A few times a week 486.4

Every or almost every class 470.5



53

Q3_02B - How often do you assign the following types of homework? -- Practice





How often do you assign the following types of homework? -- Practice

Mathematics

100 200 300 400 500 600







54

Q3_02C - How often do you assign the following types of homework? -- Problems to solve





How often do you assign the following types of homework? -- Problems to solve

Mathematics

100 200 300 400 500 600







55

Q3_02D - How often do you assign the following types of homework? -- Projects





How often do you assign the following types of homework? -- Projects

Mathematics

100 200 300 400 500 600




Every or almost every class



56

Q3_02E - How often do you assign the following types of homework? -- Creating problems





How often do you assign the following types of homework? -- Creating problems

Mathematics

100 200 300 400 500 600




Every or almost every class



57

Q3_02F - How often do you assign the following types of homework? -- Studying for tests





How often do you assign the following types of homework? -- Studying for tests

Mathematics

100 200 300 400 500 600







58

Q3_02G - How often do you assign the following types of homework? -- Practice tests or quizzes





How often do you assign the following types of homework? -- Practice tests or quizzes

Mathematics

100 200 300 400 500 600







59

Q3_02H - How often do you assign the following types of homework? -- Activities using manipulatives





How often do you assign the following types of homework? -- Activities using manipulatives

Mathematics

100 200 300 400 500 600







60

Q3_03A - If you assign homework, how often do you do the following? -- Monitor whether or not the homework has been completed





How often do you do the following? -- Monitor the homework

Mathematics

100 200 300 400 500 600







61

Q3_03B - If you assign homework, how often do you do the following? -- Collect and correct homework





How often do you do the following? -- Collect and correct homework

Mathematics

100 200 300 400 500 600







62

Q3_03C - If you assign homework, how often do you do the following? -- Have a class discussion





How often do you do the following? -- Have a class discussion

Mathematics

100 200 300 400 500 600







63

Q3_03D - If you assign homework, how often do you do the following? -- Provide feedback on homework





How often do you do the following? -- Provide feedback on homework

Mathematics

100 200 300 400 500 600







64

Q3_03E - If you assign homework, how often do you do the following? -- Have students correct homework in class





How often do you do the following? -- Have students correct homework in class

Mathematics

100 200 300 400 500 600







65

Q3_03F - If you assign homework, how often do you do the following? -- Use homework to contribute to students’ marks or grades





How often do you do the following? -- Use homework to contribute to students’ marks or grades

Mathematics

100 200 300 400 500 600







66

Q3_06A - How often do the following occur in your mathematics classes? -- We lose time because of student misbehaviour.


Rarely or never 40.0 (2.1) 487.7 (7.2) Sometimes 43.1 (2.1) 479.3 (5.9) Often 16.8 (1.6) 468.4 (9.8) Total 100.0 (0.0) 480.8 (4.2)



How often -- We lose time because of student misbehaviour.

Mathematics

100 200 300 400 500 600


Sometimes 479.3

Often 468.4



67

Q3_06B - How often do the following occur in your mathematics classes? -- We lose time because of other disruptions





How often -- We lose time because of other disruptions

Mathematics

100 200 300 400 500 600


Sometimes 483.0

Often 436.3



68

Q3_06C - How often do the following occur in your mathematics classes? -- We lose time because of in-class discussions unrelated to the lesson.





How often -- We lose time because of in-class discussions unrelated to the lesson.

Mathematics

100 200 300 400 500 600


Sometimes 470.7

Often 434.7



69

Q3_07A - Approximately what percentage of time during your mathematics classes do you spend on each of the following? -- Numbers and operations


0 to 19% 1.4 (0.5) 517.2 (39.9) 20 to 39% 21.5 (1.8) 501.5 (7.4) 40 to 59% 55.1 (2.1) 478.1 (6.0) 60% or more 22.1 (1.8) 465.6 (8.9) Total 100.0 (0.0) 480.9 (4.2)



What percentage of time -- Numbers and operations

Mathematics

100 200 300 400 500 600

0 to 19% 517.2

20 to 39% 501.5

40 to 59% 478.1

60% or more 465.6



70

Q3_07B - Approximately what percentage of time during your mathematics classes do you spend on each of the following? -- Geometry and measurement





What percentage of time -- Geometry and measurement

Mathematics

100 200 300 400 500 600

0 to 19% 479.2

20 to 39% 483.6

40 to 59% 472.0

60% or more



71

Q3_07C - Approximately what percentage of time during your mathematics classes do you spend on each of the following? -- Patterns and relationships (algebra)





What percentage of time -- Patterns and relationships (algebra)

Mathematics

100 200 300 400 500 600

0 to 19% 474.8

20 to 39% 485.7

40 to 59% 465.4

60% or more



72

Q3_07D - Approximately what percentage of time during your mathematics classes do you spend on each of the following? -- Data-management and probability (statistics)





What percentage of time -- Data-management and probability (statistics)

Mathematics

100 200 300 400 500 600

0 to 19% 481.4

20 to 39% 476.6

40 to 59% 467.3

60% or more



73

Q4_01A - What types of final reporting do you use in your Grade 8/Year 2 of Secondary Cycle 1 mathematics classes? -- Numeric grades


Yes 55.5 (2.1) 487.6 (5.2) No 44.5 (2.1) 472.2 (6.5) Total 100.0 (0.0) 480.7 (4.1)



Types of final reporting -- Numeric grades

Mathematics

100 200 300 400 500 600

Yes 487.6

No 472.2



74

Q4_01B - What types of final reporting do you use in your Grade 8/Year 2 of Secondary Cycle 1 mathematics classes? -- Letter grades


Yes 47.8 (2.1) 475.2 (6.4) No 52.2 (2.1) 485.8 (5.2) Total 100.0 (0.0) 480.7 (4.1)



Types of final reporting -- Letter grades

Mathematics

100 200 300 400 500 600

Yes 475.2

No 485.8



75

Q4_01C - What types of final reporting do you use in your Grade 8/Year 2 of Secondary Cycle 1 mathematics classes? -- Checklists based on course outcomes


Yes 13.4 (1.4) 477.1 (12.1) No 86.6 (1.4) 481.3 (4.3) Total 100.0 (0.0) 480.7 (4.1)



Types of final reporting -- Checklists based on course outcomes

Mathematics

100 200 300 400 500 600

Yes 477.1

No 481.3



76

Q4_01D - What types of final reporting do you use in your Grade 8/Year 2 of Secondary Cycle 1 mathematics classes? -- Descriptive levels


Yes 47.9 (2.1) 472.9 (6.8) No 52.1 (2.1) 488.0 (5.0) Total 100.0 (0.0) 480.7 (4.1)



Types of final reporting -- Descriptive levels

Mathematics

100 200 300 400 500 600

Yes 472.9

No 488.0



77

Q4_01E - What types of final reporting do you use in your Grade 8/Year 2 of Secondary Cycle 1 mathematics classes? -- Numerical levels


Yes 3.7 (0.8) 503.8 (16.6) No 96.3 (0.8) 479.8 (4.2) Total 100.0 (0.0) 480.7 (4.1)



Types of final reporting -- Numerical levels

Mathematics

100 200 300 400 500 600

Yes 503.8

No 479.8



78

Q4_01F - What types of final reporting do you use in your Grade 8/Year 2 of Secondary Cycle 1 mathematics classes? -- Comments or descriptions of what students have learned


Yes 39.2 (2.0) 476.2 (6.9) No 60.8 (2.0) 483.6 (5.0) Total 100.0 (0.0) 480.7 (4.1)



Types of final reporting -- Comments or descriptions

Mathematics

100 200 300 400 500 600

Yes 476.2

No 483.6



79

Q4_01G - What types of final reporting do you use in your Grade 8/Year 2 of Secondary Cycle 1 mathematics classes? -- Other


Yes 12.5 (1.4) 481.9 (14.0) No 87.5 (1.4) 480.6 (4.2) Total 100.0 (0.0) 480.7 (4.1)



Types of final reporting -- Other

Mathematics

100 200 300 400 500 600

Yes 481.9

No 480.6



80

Q4_02 - Are the results of provincial/territorial tests or assessments used as part of students’ final grades or evaluations in your Grade 8/Year 2 of Secondary Cycle 1 mathematics classes?


Yes 12.3 (1.4) 477.7 (11.5) No 87.7 (1.4) 480.8 (4.5) Total 100.0 (0.0) 480.4 (4.2)



Are the results of provincial/territorial tests or assessments used?

Mathematics

100 200 300 400 500 600

Yes 477.7

No 480.8



81

Q4_03 - Are the results of any other tests or assessments external to the school (e.g., district assessments or standardized tests) used as part of students’ final grades or evaluations in your Grade 8/Year 2 of Secondary Cycle 1 mathematics classes?


Yes 11.2 (1.3) 490.2 (10.5) No 88.8 (1.3) 479.7 (4.5) Total 100.0 (0.0) 480.9 (4.2)



Are the results of any other tests or assessments external to the school used?

Mathematics

100 200 300 400 500 600

Yes 490.2

No 479.7



82

Q4_04A - In your Grade 8/Year 2 of Secondary Cycle 1 mathematics classes, how often are students assessed in the following ways, with the results counting toward their final evaluations? -- Common school-wide tests or assessments





How often are students assessed in the following ways -- Common school-wide tests or assessments

Mathematics

100 200 300 400 500 600


Sometimes 462.3

Often 487.2



83

Q4_04B - In your Grade 8/Year 2 of Secondary Cycle 1 mathematics classes, how often are students assessed in the following ways, with the results counting toward their final evaluations? -- Teacher-developed classroom tests





How often are students assessed in the following ways -- Teacher-developed classroom tests

Mathematics

100 200 300 400 500 600

Rarely or never

Sometimes 446.7

Often 486.1



84

Q4_04C - In your Grade 8/Year 2 of Secondary Cycle 1 mathematics classes, how often are students assessed in the following ways, with the results counting toward their final evaluations? -- Student portfolios and/or journals





How often are students assessed in the following ways -- Student portfolios and/or journals

Mathematics

100 200 300 400 500 600


Sometimes 461.7

Often 460.0



85

Q4_04D - In your Grade 8/Year 2 of Secondary Cycle 1 mathematics classes, how often are students assessed in the following ways, with the results counting toward their final evaluations? -- Student assignments/projects





How often are students assessed in the following ways -- Student assignments/projects

Mathematics

100 200 300 400 500 600


Sometimes 475.1

Often 480.0



86

Q4_04E - In your Grade 8/Year 2 of Secondary Cycle 1 mathematics classes, how often are students assessed in the following ways, with the results counting toward their final evaluations? -- Homework





How often are students assessed in the following ways -- Homework

Mathematics

100 200 300 400 500 600


Sometimes 467.6

Often 494.2



87

Q4_04F - In your Grade 8/Year 2 of Secondary Cycle 1 mathematics classes, how often are students assessed in the following ways, with the results counting toward their final evaluations? -- Self-assessment





How often are students assessed in the following ways -- Self-assessment

Mathematics

100 200 300 400 500 600


Sometimes 465.6

Often



88

Q4_04G - In your Grade 8/Year 2 of Secondary Cycle 1 mathematics classes, how often are students assessed in the following ways, with the results counting toward their final evaluations? -- Peer assessment





How often are students assessed in the following ways -- Peer assessment

Mathematics

100 200 300 400 500 600


Sometimes 464.6

Often



89

Q4_04H - In your Grade 8/Year 2 of Secondary Cycle 1 mathematics classes, how often are students assessed in the following ways, with the results counting toward their final evaluations? -- Group work





How often are students assessed in the following ways -- Group work

Mathematics

100 200 300 400 500 600


Sometimes 472.0

Often 461.1



90

Q4_05A - In your Grade 8/Year 2 of Secondary Cycle 1 mathematics classes, do you assign marks or value to the following, which count toward students’ final evaluations? -- Attendance


Yes 9.1 (1.2) 492.3 (13.4) No 90.9 (1.2) 480.0 (4.4) Total 100.0 (0.0) 481.1 (4.2)



Do you assign marks or value to the following? -- Attendance

Mathematics

100 200 300 400 500 600

Yes 492.3

No 480.0



91

Q4_05B - In your Grade 8/Year 2 of Secondary Cycle 1 mathematics classes, do you assign marks or value to the following, which count toward students’ final evaluations? -- Participation


Yes 37.1 (2.1) 467.5 (6.4) No 62.9 (2.1) 489.1 (5.5) Total 100.0 (0.0) 481.0 (4.2)



Do you assign marks or value to the following? -- Participation

Mathematics

100 200 300 400 500 600

Yes 467.5

No 489.1



92

Q4_05C - In your Grade 8/Year 2 of Secondary Cycle 1 mathematics classes, do you assign marks or value to the following, which count toward students’ final evaluations? -- Effort


Yes 35.2 (2.0) 472.2 (6.8) No 64.8 (2.0) 485.9 (5.3) Total 100.0 (0.0) 481.0 (4.2)



Do you assign marks or value to the following? -- Effort

Mathematics

100 200 300 400 500 600

Yes 472.2

No 485.9



93

Q4_05D - In your Grade 8/Year 2 of Secondary Cycle 1 mathematics classes, do you assign marks or value to the following, which count toward students’ final evaluations? -- Improvement


Yes 37.5 (2.1) 468.3 (6.9) No 62.5 (2.1) 489.1 (5.3) Total 100.0 (0.0) 481.3 (4.2)



Do you assign marks or value to the following? -- Improvement

Mathematics

100 200 300 400 500 600

Yes 468.3

No 489.1



94

Q4_05E - In your Grade 8/Year 2 of Secondary Cycle 1 mathematics classes, do you assign marks or value to the following, which count toward students’ final evaluations? -- Behaviour


Yes 15.3 (1.5) 482.1 (9.8) No 84.7 (1.5) 481.1 (4.7) Total 100.0 (0.0) 481.3 (4.2)



Do you assign marks or value to the following? -- Behaviour

Mathematics

100 200 300 400 500 600

Yes 482.1

No 481.1



95

Q4_06A - In your teacher-developed mathematics tests/examinations, how often do you use the following kinds of items or questions? -- Selected-response items





How often do you use the following kinds of items or questions? -- Selected-response items

Mathematics

100 200 300 400 500 600


Sometimes 477.9

Often 472.2



96

Q4_06B - In your teacher-developed mathematics tests/examinations, how often do you use the following kinds of items or questions? -- Short-response items





How often do you use the following kinds of items or questions? -- Short-response items

Mathematics

100 200 300 400 500 600


Sometimes 477.7

Often 482.2



97

Q4_06C - In your teacher-developed mathematics tests/examinations, how often do you use the following kinds of items or questions? -- Extended-response items requiring multi-step solutions





Use the following kinds of items or questions -- Extended-response items requiring multi-step solutions

Mathematics

100 200 300 400 500 600


Sometimes 462.7

Often 488.8



98

Q4_06D - In your teacher-developed mathematics tests/examinations, how often do you use the following kinds of items or questions? -- Extended-response items requiring an explanation or justification





Use the following kinds of items or questions -- Extended-response items requiring an explanation

Mathematics

100 200 300 400 500 600


Sometimes 476.5

Often 488.1



99

Q4_07 - If multiple-choice items are used in any assessments in your Grade 8/Year 2 of Secondary Cycle 1 mathematics classes (including provincial/territorial or district assessments), how do you instruct your students to respond if they do not know the correct answer?


Guess one of the options 2.1 (0.6) 444.4 (34.9) Eliminate as many options as possible and then guess from the others

82.7 (1.7) 476.3 (4.7)

Omit the question 2.0 (0.6) 470.2 (29.1) I do not give instructions on how to respond

13.1 (1.5) 521.0 (10.2)

Total 100.0 (0.0) 481.4 (4.3)



How do you instruct your students to respond if they do not know the correct answer?

Mathematics

100 200 300 400 500 600

Guess one of the options 444.4

Eliminate as many options as possible and then guess from the others 476.3

Omit the question 470.2

I do not give instructions on how to respond 521.0



100

Q4_08A - In your teacher-developed mathematics tests/examinations, how often do you include items to measure the following types of thinking? -- Recall of facts and procedures





How often do you include items to measure - Recall of facts and procedures

Mathematics

100 200 300 400 500 600


Sometimes 465.7

Often 489.5



101

Q4_08B - In your teacher-developed mathematics tests/examinations, how often do you include items to measure the following types of thinking? -- Application of mathematical procedures





How often do you include items to measure - Application of mathematical procedures

Mathematics

100 200 300 400 500 600

Rarely or never

Sometimes 470.5

Often 483.4



102

Q4_08C - In your teacher-developed mathematics tests/examinations, how often do you include items to measure the following types of thinking? -- Explanations and/or justifications





How often do you include items to measure - Explanations and/or justifications

Mathematics

100 200 300 400 500 600


Sometimes 467.8

Often 493.6



103

Q4_08D - In your teacher-developed mathematics tests/examinations, how often do you include items to measure the following types of thinking? -- Generalizations





How often do you include items to measure - Generalizations

Mathematics

100 200 300 400 500 600


Sometimes 481.4

Often 499.0



104

Q4_09 - During your postsecondary studies, how many semester credit courses or equivalent did you take that were directly related to student assessment?


None 9.7 (1.3) 475.5 (11.8) 1 to 2 courses 69.1 (2.0) 475.6 (5.0) 3 to 4 courses 16.7 (1.6) 495.2 (10.9) 5 or more courses 4.6 (0.9) 523.3 (23.3) Total 100.0 (0.0) 481.0 (4.2)



How many semester credit courses did you take related to student assessment?

Mathematics

100 200 300 400 500 600

None 475.5

1 to 2 courses 475.6

3 to 4 courses 495.2

5 or more courses 523.3



105

Q4_10 - In the past five years, how many days or equivalent of professional-development workshops have you completed that were related to student assessment?


None 6.4 (1.0) 458.1 (16.7) 1 to 2 days 25.8 (1.9) 483.6 (7.3) 3 to 4 days 41.0 (2.1) 484.0 (6.8) 5 or more days 26.8 (1.9) 478.2 (8.7) Total 100.0 (0.0) 480.6 (4.2)



How many days of professional-development workshops related to student assessment?

Mathematics

100 200 300 400 500 600

None 458.1

1 to 2 days 483.6

3 to 4 days 484.0

5 or more days 478.2



106

Q4_11A - Do you use the results of th

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