This paper examines the possibilities of using standardized assessments to assess elementary and secondary novice teachers' skills with leading problem-based mathematics discussion. The findings reveal that our standardized assessments were able to elicit and reveal variations in skills across teachers; provide fine-grained detail about the performance of particular teachers for feedback purposes; and account for existing classroom norms. This suggests that such tools could be useful in assessing and supporting beginning teachers. [For the complete proceedings, see ED583989.]