Ontario Mathematics Proficiency Test –
Pedagogy (A non-exhaustive list for the
pedagogy portion of the Ontario MPT for
teachers) 58 Q&A.
Level 1 - Answer: falls much below provincial standard, limited effectiveness in
demonstrating knowledge/skills
Level 2 - Answer: approaches provincial standard, some effectiveness in
demonstrating knowledge/skills
Level 3 - Answer: provincial standard, considerable effectiveness in demonstrating
knowledge/skills
Level 4 - Answer: above provincial standard, high degree of effectiveness in
demonstrating knowledge/skills
Page 1 of 9
, Caveat of Level 4 - Answer: Does not mean they're achieving BEYOND grade level
Assessment FOR Learning - Answer: diagnostic and formative, decide where
learners are, where they need to go, and how to get there
Assessment AS Learning - Answer: formative, works on students' ability to be their
own assessor, monitor personal progress and work towards goals
Assessment OF Learning - Answer: summative, becomes public evaluation,
statements or symbols that encompass how student is doing
Assessment Framework Principles - Answer: (1) where are they going? (2) where
are they currently? (3) How do they get to #1?
Five Strategies for Assessment - Answer: (1) identify and clarify learning
goals/success criteria (2) engineer effective class discussions and activities to
understand learning (3) provide feedback to help move forward (4) engage
students as learning resources for one another (5) empowering students to "own"
their learning
What does "R" mean? - Answer: need for specific support to address students'
needs to acheive grade-level requirements
What does "I" mean? - Answer: Insufficient evidence is available to evaluate
learning
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Pedagogy (A non-exhaustive list for the
pedagogy portion of the Ontario MPT for
teachers) 58 Q&A.
Level 1 - Answer: falls much below provincial standard, limited effectiveness in
demonstrating knowledge/skills
Level 2 - Answer: approaches provincial standard, some effectiveness in
demonstrating knowledge/skills
Level 3 - Answer: provincial standard, considerable effectiveness in demonstrating
knowledge/skills
Level 4 - Answer: above provincial standard, high degree of effectiveness in
demonstrating knowledge/skills
Page 1 of 9
, Caveat of Level 4 - Answer: Does not mean they're achieving BEYOND grade level
Assessment FOR Learning - Answer: diagnostic and formative, decide where
learners are, where they need to go, and how to get there
Assessment AS Learning - Answer: formative, works on students' ability to be their
own assessor, monitor personal progress and work towards goals
Assessment OF Learning - Answer: summative, becomes public evaluation,
statements or symbols that encompass how student is doing
Assessment Framework Principles - Answer: (1) where are they going? (2) where
are they currently? (3) How do they get to #1?
Five Strategies for Assessment - Answer: (1) identify and clarify learning
goals/success criteria (2) engineer effective class discussions and activities to
understand learning (3) provide feedback to help move forward (4) engage
students as learning resources for one another (5) empowering students to "own"
their learning
What does "R" mean? - Answer: need for specific support to address students'
needs to acheive grade-level requirements
What does "I" mean? - Answer: Insufficient evidence is available to evaluate
learning
Page 2 of 9
