When students are asked to write original story problems about fractional amounts, it can illustrate their misunderstandings about fractions. Think about the situations students would describe to model 1/2 + 2/3. Three elements, in particular, challenge students: (1) Which of three models (region, or area; measure; or set) is best suited for a…

Taiwanese students consistently rank near the top on international exams on mathematics and science. In 2007, Taiwan recorded the highest TIMSS math score for eighth grade. The central education agency in Taiwan publishes detailed mathematics curriculum guidelines, which textbooks and national exams follow closely. In May each year, all ninth…

Standard classroom tests tend to showcase what students know at that point in time and do not usually reflect real-life mathematics. They are not always accurate indicators of what students understand and how they understand it. Portfolios are tools that allow students a better opportunity to exhibit mathematical growth in understanding and…

Develops a week-long, problem-based mathematics curriculum focusing on proportions and explains instructional and assessment strategies. (YDS)

Describes the use of the measures of fluency, flexibility, and originality to assess students' responses to open-ended problems in mathematics classrooms. Contains 12 references. (ASK)

This article describes activities that promote students' understanding of equation solving through analyzing and correcting student work. (Contains 5 figures.)

Suggests that assessing problem-solving activities is more complex than assessing other activities. Addresses one method of assessment for a particular mathematical problem-solving activity that is an analytic scoring rubric. (ASK)

Presents an activity that emphasizes problem-solving situations in which students are expected to struggle with problems that have real-life implications. Also discusses assessment criteria and composition of the groups, and illustrates four groups' work. (ASK)

This article describes partner quizzes, presents a process for using them in classrooms, and discusses the work of several students on such a quiz. (Contains 7 figures.)

Argues that assessment does not have to be a formal score in the grade book; rather it can be an informal process used by the teacher to direct the lesson. Provides a real-world activity for assessing students' understanding of percents and fractions where students use ratios, proportions, and percents to solve problems involving the comparisons…

This article summarizes results from the National Assessment of Educational Progress (NAEP) and the Third International Mathematics and Science Study (TIMSS) that show measurement education to be a major weakness in the United States, particularly for minority students. The middle school measurement topics assessed by NAEP and TIMSS include…

Discusses a performance assessment tool that entails open-ended tasks requiring students not only to provide answers but to show their solution processes. Discusses several areas to address in developing open-ended tasks. Areas include the need to assess important mathematical content and cognitive processes, use of effective prompts, and use of…