It can be define as obtaining and interpreting information about the knowledge and understanding, or abilities and attitudes of a student

(Rowntree, 1987).

The process of diagnosing the capabilities of students at any point in a course of study in order to enhance future performance.

The measurement of students attainment against various yardsticks at the end of a course study.

Assessment should support the learning of important mathematics and furnish useful information to both teachers and students.

Performance Testing

It is the very general name given to tests that use direct measures of learning rather than indicators that suggest that learning has taken place (Boritch & Tombari, 1997). Performance test ask student to analyze, solve problems, experiment, make decisions, measure, cooperate with others, present orally or produce a product. The last facet produce a product, would indicate that portfolio assessment and project-based assessment are both examples of performance testing.

Portfolio Assessment

It is a method of assessment in which students build portfolios containing diverse materials cataloguing their mathematical growth throughout the school year. A portfolio might include homework/assignments, projects, journal entries or other writing assignments, or traditional test or quizzes. In a way, student try to make a case for themselves by collecting evidence that they have achieved the goals set forth by their teacher at the beginning of the year. Different students may have approached these goals through different means, and so each portfolio will be different, showing the uniqueness and individuality of each student.

Project-based Assessment

In a Project-based Assessment, rather than a complete typical pencil-and-paper test or quiz to demonstrate mastery or procedures, students are ask to complete projects that are often quite involved. These projects frequently come at the end of a unit, and serve to connect all of the mathematics learned into a cohesive whole. Also these project are usually grounded in real world situations, and stress applications of mathematics learned. Project-based Assessment is the assessment of choice for many new form curricula.

Observational Assessment

It is a kind of informal assessment of students in which teachers observe their student in the classroom setting, monitoring for certain skills or behaviors, and jotting them down when they are evidenced. In this way, teachers are able to assess not only their students academic growth, but also their emotional growth. Typically, a teacher might be looking for mastery of some topic, but just as important are the affective traits such as demonstrating a valuing of mathematics, or a positive attitude in the face of difficulty.

Mastery Learning

It is less an assessment method in and of itself, but rather philosophy of education. Though many aspect of Mastery Learning can be traced to the ancient Greeks, the pioneering work in the current philosophy was done by the Harvard University professor John B. Caroll. Intrigued by Carolls idea, University of Chicago professor and noted educational psychologist Benjamin Bloom continued the research, and popularized the idea during the 1960.

Traditional Assessment

A major outcome of mathematics instruction should be the ability to complete algorithms of arithmetic and algebra to solve problems. These rote skills are important and easily assessed through traditional assessment methods. Another important outcome of assessment is for teachers to gain feedback about their instruction. Again, the result of a traditional paper-and-pencil test can often speak volumes about how well a teacher is teaching or at least how well his or her students are understanding the instruction.