Lazarescu, Ina2019-01-152019-01-152019-01-15http://hdl.handle.net/10393/38703http://dx.doi.org/10.20381/ruor-22955This qualitative study examines the connections between teachers’ views of large-scale assessment and their classroom practice, based on a case study of Ontario teachers and the Ontario Education Quality and Accountability Office [EQAO] Grade 9 Applied Assessment of Mathematics. Large-scale assessments are a prominent aspect of the Ontario education system; given that they are also mandatory, it is imperative that their impact on teaching be documented. This study enriches the existing literature on the topic of the Grade 9 EQAO Assessment of Mathematics, and provides a more-recent portrayal of the teachers’ views of this assessment and the potential impact of these views on classroom teaching by highlighting teacher attitudes, concerns, and classroom practices.enlarge-scale assessmentmathematics teacher viewsGrade 9 EQAO Assessment of Mathematicsimpact on classroom practiceThesis