Intends to encourage teachers and researchers to include assessment of non-cognitive attributes and to use techniques in addition to paper-and-pencil tests that focus on typical problems. This book illustrates evidence-based practices that school teachers and researchers can experiment in their lessons to bring about meaningful learning outcomes.

Introduction: Assessment Matters (K Y Wong & B Kaur); Using a Multi-Dimensional Approach to Understanding to Assess Students' Mathematical Knowledge (D R Thompson & B Kaur); Assessing Problem Solving in the Mathematics Curriculum: A New Approach (T L Toh et al.); Assessing Conceptual Understanding in Mathematics with Concept Mapping (H-Y Jin & K Y Wong); Using Journal Writing to Empower Learning (B Kaur & C M E Chan); Implementing Alternative Assessment in the Lower Primary Mathematics Classroom (K K J Yeo); Open-Ended Tasks and Assessment: The Nettle or the Rose (D J Clarke); Using ICT to Improve Assessment (M van den Heuvel-Panhuizen et al.); The Assessment for, of and as Learning in Mathematics: The Application of SLOA (M M C Mok); Building Bridges Between Large-Scale External Assessment and Mathematics Classrooms: A Japanese Perspective (Y Shimizu); Errors in Mathematics Assessment Items Written by Pre-Service Teachers (J Dindyal); Affective Assessment in the Mathematics Classroom: A Quick Start (E G Tay et al.); Implementing Self-Assessment to Develop Reflective Teaching and Learning in Mathematics (L-H Fan).