Several ideas for questions and settings for interviews are presented. It is noted that although subtraction is used as an example in each case, most of the material can be easily adapted to the other basic operations. Many problems are noted with standard diagnostic tests and use of them is discouraged. (MP)

Two perspectives that frame the aspects of the debate on assessment issues are analyzed. The "count-everybody" perspective calls for national standards over which all students would be tested. The "everybody-counts" perspective favors assessments that are developed from multiple perspectives. (MDH)

Basic rules of test construction are detailed to provide teachers with ways to improve the validity and reliability of teacher-made tests and worksheets. Designing the test, writing the items, and scoring the test are each discussed. The critical need for good instruments is promoted. (MP)

Described and compared are two approaches for evaluating student problem solving skills at the elementary school level. One model was developed by Charles and Lester; the other model was developed by Woods. (RH)

Diagnostic evaluation is a major way to help students overcome errors. How such evaluation can be done is discussed, with comments on what should be checked and recorded by the teacher. (MNS)

Two successful procedures for evaluating problem-solving performance in the classroom are shared. Five goals for teaching problem-solving are noted, followed by a discussion of evaluating a child's performance through joint use of: (1) analyzing written work; and (2) observing and questioning students. (MP)

Alternative identification and instructional procedures are discussed. Instructors are warned against assuming an equivalence between the quantity of mathematical work a child demonstrates and the quality of that child's thinking. A need to integrate qualitative information is seen. Two types of activities for gifted pupils are detailed. (MP)

Mathematics success or failure is noted as possibly related to the way in which material is presented rather than to the subject itself. Teachers are encouraged to have pupils complete a questionnaire that is designed to measure their mathematical "state of health." Instructors are told to identify learning styles. (Author/MP)

Presented is a parent's viewpoint that criticizes assessment methods that diminish appreciation for diverse ways of knowing, discourage discovery and project-based learning, diminish the natural problem-solving aspects of play, and perpetuate the single right answer form of assessment. Assessment that values the child, includes all interested…

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)

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)

Explains a set of processes that teachers might use to structure their evaluation of students' learning and understanding. Illustrates the processes of setting goals, deciding what to assess, gathering information, and using the results through a measurement task requiring students to estimate the number of popcorn kernels in a container. (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)

Performance assessment, a method that makes possible the assessment of multiple dimensions of students' progress, including dispositions, is described. Criteria for good performance tasks are given, and their structure is illustrated through an example. A list of 10 dispositions toward mathematics and a self-evaluation group-performance rating…