A contemporary mathematics curriculum emphasizes using a variety of evaluation techniques to determine student achievement. Too frequently in the past, standardized norm- referenced tests and their results provided the main information related to student achievement. These tests have not presented objectives for teachers to use in teaching mathematics. In addition, norm-referenced tests spread student achievement out from low to high in terms of test results. Today, the emphasis is on evaluating students in terms of having achieved stated objectives in mathematics in ongoing lessons and units of study, rather than in making comparisons among learners. A variety of approaches are used to determine student achievement in mathematics today. Each of the following is described, and some examples are given of using each approach: (1) criterion-referenced tests; (2) teacher observation of a student's achievement in mathematics; (3) conferences with student; (4) parent and teacher conferences; (5) diagnostic testing and the results of such tests; (6) checklists and rating scales; (7) computer-managed evaluation; and (8) portfolio approaches to determining student achievement in mathematics. (Contains seven references.) (SLD)