Consider

=CONSIDERATIONS FOR INSTRUCTION AND ASSESSMENT IN MATHEMATICS 8 AND 9=

It is highly recommended that parents and guardians be kept informed about all aspects of Mathematics 8 and 9. Suggested strategies for involving parents and guardians are found in the Introduction to this IRP.

Teachers are responsible for setting a positive classroom climate in which students feel comfortable learning about and discussing topics in Mathematics 8 and 9. Guidelines that may help educators establish a positive climate that is open to free inquiry and respectful of various points of view can be found in the section on Establishing a Positive Classroom Climate in the Introduction to this IRP.

Teachers may also wish to consider the following:
 * Involve students in establishing guidelines for group discussion and presentations. Guidelines might include using appropriate listening and speaking skills, respecting students who are reluctant to share personal information in group settings, and agreeing to maintain confidentiality if sharing of personal information occurs.
 * Promote critical thinking and open-mindedness, and refrain from taking sides on one point of view.
 * Develop and discuss procedures associated with recording and using personal information that may be collected as part of students’ work for the purposes of instruction and/or assessment (e.g., why the information is being collected, what the information will be used for, where the information will be kept; who can access it – students, administrators, parents; how safely it will be kept).
 * Ensure students are aware that if they disclose personal information that indicates they are at risk for harm, then that information cannot be kept confidential. For more information, see the section on Confidentiality in the Introduction to this IRP.

Classroom Assessment and Evaluation
Teachers should consider using a variety of assessment instruments and techniques to assess students’ abilities to meet the prescribed learning outcomes. Tools and techniques for assessment in Mathematics 8 and 9 can include
 * teacher assessment tools such as observation checklists, rating scales, and scoring guides
 * self-assessment tools such as checklists, rating scales, and scoring guides
 * peer assessment tools such as checklists, rating scales, and scoring guides
 * journals or learning logs
 * video (to record and critique student demonstration or performance)
 * written tests, oral tests (true/false, multiple choice, short answer)
 * questionnaires, worksheets
 * portfolios
 * student-teacher conferences

Assessment in Mathematics 8 and 9 can also occur while students are engaged in, and based on the product of, activities such as
 * class and group discussions
 * interviews and questioning
 * sharing strategies
 * object manipulation
 * models and constructions
 * charts, graphs, diagrams
 * games
 * experiments
 * artwork, songs/stories, dramas
 * centres/stations
 * demonstrations and presentations
 * performance tasks
 * projects

For more information about student assessment, refer to the section on Student Achievement, as well as to the Assessment Overview Tables in each grade of the Classroom Assessment Model.

Information and Communications Technology
The Mathematics 8 and 9 curriculum requires students to be able to use and analyse the most current information to make informed decisions on a range of topics. This information is often found on the Internet as well as in other information and communications technology resources. When organizing for instruction and assessment, teachers should consider how students will best be able to access the relevant technology, and ensure that students are aware of school district policies on safe and responsible Internet and computer use.