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)

Examples are presented in which students are able to answer test items requiring manipulation of numbers for such topics as reducing fractions, but lack understanding of the operation. In addition to paper-and-pencil test, interviews are recommended for evaluating a student's understanding. (JP)

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)

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)

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)

Many teachers use cooperative learning methods during instruction but face the problem of aligning evaluation techniques with that instruction. Described are methods to include cooperative problem solving in evaluation, including strategies to identify possible grading schemes, to make appropriate problem choices, and to evaluate individual versus…