Various ways of evaluating pupil learning both before and after testing are discussed. Described are some techniques to ascertain how individual children are doing. Using pupils' errors is also considered. (MNS)

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)

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)

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)

Discusses four aspects of mathematics instruction envisioned by the "Professional Teaching Standards": choosing worthwhile mathematical tasks; orchestrating classroom discourse; creating a constructive environment for learning; and analyzing students' understanding and the contribution of teacher practice to student learning. Presents…

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)

Discusses North Carolina's alternative assessment program for first and second grades, the process of implementation, knowledge gained from the program, and implications for implementing Standard 6 (focusing on analyzing and interconnecting teaching and learning) of the National Council of Teachers of Mathematics Professional Teaching Standards.…

Reports an example of one lesson from a sequence of lessons on fractions from a sixth grade class in which the teacher revises her plans after observing students' small-group work and interactions. The lesson illustrated the teacher's knowledge of mathematics, how students think, and how to observe that thinking. (MDH)

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)

Describes journal writing as an element of multimodal teaching. Discusses how students utilize journal writing that includes pictures, numbers, symbols, and manipulatives to help understand mathematical concepts. Provides a form to evaluate students' portfolio writing and examples of students' evaluated work. (Contains 12 references.) (MDH)