Abstract
Curriculum reform in Ontario secondary schools proposed that the assessment of student achievement be separated into academic achievement and non-academic achievement or the behaviours that can influence academic achievement. The purpose of this study was to explore teachers’ assessment practices of non-academic achievement in Ontario’s grade 9 Academic and Applied mathematics programs. A questionnaire was distributed to grade 9 mathematics teachers attending a provincial mathematics conference. Analysis revealed that teachers were not engaging in this area of assessment as much as they felt they should and that the assessment of homework, in particular, was still being incorporated into a student’s academic score. Key words: Assessment, mathematics, learning skills, learning behaviors/behaviours
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