Discusses assessment as an integral part of teaching. Describes informal assessment and instructional decision making. Discusses the scope and methods of assessment. Provides examples of assessment related to the standards. (YP)

Suggests that, although questions are often used to help students or stimulate student thinking, questions can also be used to help evaluate student thinking and attitudes about problem solving. Sample problems and questions are given. (PK)

Argues that teachers should be encouraged to use not just pencil-and-paper tests but also observations, interviews, and even students' journals to gather information on which to base their evaluations. (PK)

Delineates and describes four types of questions which may help teachers learn more about student understanding, namely, silent questions, oral questions, written questions, and students' questions. (PK)

Presents an activity for representing a given number in as many ways as possible using short periods of time to develop students' number sense and provide the teacher the opportunity to make informal student assessment and diagnosis. Provides specific dialogue of the activity being used in a third grade class. (MDH)

Offers seven criteria for developing mathematical thinking, plus suggestions for teaching and assessing students' progress that are compatible with each learning criterion. Provides evaluation sheets that help the teacher assess and grade students on the criteria. (10 references) (MDH)

Presents the elementary-level formative evaluation method of functional diagnosis that gives students immediate feedback on completed assignments. Gives three examples of the method as observed in the classrooms of master teachers: putting red dots next to problems needing attention; paired learning, and student answer keys. (MDH)

Presented are practical methods exemplifying principles of assessment that involve minimal disruption of the instructional process and not impose additional work on the teacher. Informal assessment methods include annotated class lists and student work folios. Formal assessment methods include practical tests, student-constructed tests, and…

Discusses what a portfolio is and presents reasons for using portfolios to assess students' mathematical progress, along with tips for introducing, using, and assessing portfolios. Includes examples of student work and guidelines for portfolio entries. (MKR)