Strategies for affective assessment of individuals in a clinical mathematics setting are discussed. Multiple measurement and rating scales are presented. The author stresses that any assessment program should consider a systematic approach that coordinates several measuring techniques. Information gathered by such techniques can be especially valuable when considering affective growth among primary children. Scores on mathematics attitude scales can be better predictors of choice behavior, individual satisfaction, and perseverance than of achievement. Taking student interests, attitudes, or levels of anxiety into account in designing mathematics achievement measures (tests or lessons) can improve performance. Assessment strategies covered are: observation of pupils; student interviews; Thurstone-type and Likert-type attitude scales; semantic differential techniques; and combinations of the above assessment tools. (MP)