Abstract
AN IMPORTANT ASpect of the change that needs to be made to help our students survive in the twenty-first century involves enhancing their ability to think creatively and to solve problems. The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) lists problem solving as one of the four process standards for students in kindergarten through twelfth grade and suggests using openended problems to address these standards. To assess students' solutions to open-ended problems, one must use techniques that are very different from those used in traditional assessment. The method proposed here defines and describes the use of the measures of fluency, flexibility, and originality to assess students' responses to open-ended problems.
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