Abstract
The current reform movement in school mathematics has established new guidelines for the learning experiences that students should have in mathematics courses. Especially important is the idea that students learn to apply their mathematical understandings to solve complex, real-world problems as part of their educational experiences. NCTM's Assessment Standards for School Mathematics (1995) and Curriculum and Evaluation Standards for School Mathematics (1989) acknowledge that new assessment strategies and practices are a necessary part of the reform movement's vision for mathematics curriculum and instruction. The assessment of students’ learning should include a wide array of tasks, such as open-ended problems; extended investigations; and multistep, complex problems that require students to communicate their problem-solving strategies and the reasoning behind their choices.
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