Mathematics educators are intensely interested in how mathematics is taught and learned in other countries. In Korea, for instance, the college entrance examination has played a major role in shaping Korean mathematics education (Kwon 2006). All high school students who want to pursue a college degree are required to take a college entrance…

The results of a school district's move to proficiency testing in mathematics are described and discussed. (MK)

Some examples of how students read test items are presented. The results of interviews with students who have taken a multiple-choice test indicate that they do not always solve problems on the test the way we think they do. (JP)

The status of mathematics assessment in Canada is described by province within region. A table provides an overview of the testing programs. Differences and similarities among the programs are noted, but results are not included. (MNS)

False premises upon which many legislated programs for minimal competency testing are based are identified and discussed. (JT)

University entrance examinations in China are described. Then the 1985 test is presented. (MNS)

Why calculators should be used for testing, as well as for instruction, is discussed. The focus of the curriculum would shift from computation to deeper development of concepts and to mathematical modeling. A broader curriculum would result. (MNS)

A representative sample of 237 twelfth-grade mathematics classrooms completed internationally developed achievement tests. What was taught, what teachers and teaching were like, students' attitudes and achievement, and comparisons with students in other countries are included. (MNS)

This article shows that student grades based on the difference on scores from one test to another are statistically unreliable and unfair to the better students. (MM)

The material opens with a brief history of mathematics competitions in China. Translations of the problems that made up the two 1979 contest papers used are provided. The first set emphasized basic knowledge and degree of mastery, the second set emphasized application of knowledge and analysis of problems. (MP)

Data on the ability of pupils to deal with measurement concepts at the middle and high school levels are discussed. Results on items related to area and volume concepts indicate that conceptual problems account for most of the errors that students make on these topics. (MP)

A contest for general mathematics students is briefly described. It includes tests, congratulatory letters, and face-to-face competition. (MP)

A program that is used to assist students in overcoming the deficiencies in basic skills in mathematics without making major changes in existing mathematics programs is described. (JT)

Four alternatives to the traditional testing and grading procedures are described. (JT)