Abstract
The 1990s have emerged as a decade in which the mathematics community is redefining what we teach, how we teach, and, consequently, what and how we assess. What we are teaching has a stronger conceptual orientation than in the past. How we are teaching involves ouT students more actively than ever before. And what and how we are assessing … has caused us some problems. All too often, after creating an environment wherein students have, for example, used calculators and group work to investigate challenging and meaningful mathematical situations, we assess their learning through a standard in-class test. Individuals work independently on questions that, given the short time allowed to complete them, are by necessity less demanding than the previous class work. The assessment is not consistent with the curricular or pedagogical reforms.
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