A thoughtful, idea-filled book for educators confronting the challenge of creating and using alternative assessment procedures. Drawing on years of work with mathematics teachers, Kulm turns the focus on what really works in the classroom. A must read for teachers looking for practical suggestions and potential models as they develop new assessment systems.br– Thomas A. Romberg, director, National Center for Research in Mathematical Sciences Education, University of Wisconsin-MadisonbrbrKulm offers hands-on guidelines for assessing student understanding of procedures, concepts, and problem-solving, including advice on developing and interpreting assessment tasks, assessing individual and group mathematical activities, using scoring rubrics, developing student portfolios, and more.BACKGROUND AND PERSPECTIVES.brbrPurposes and Goals of Assessment.brbrAssessment and Mathematics Teaching.brbrProcedural and Conceptual Knowledge.brbrProblem Solving and Strategic Knowledge.brbrPLANNING AND DESIGNING AN ASSESSMENT PROGRAM.brbrGetting Started in Alternative Assessment.brbrStudent Mathematical Products.brbrIndividual Mathematical Performance.brbrGroup Mathematical Performance.brbrStudent Self-Assessment and Affective Factors.brbrScoring and Grading Techniques.brbrCLASSROOM ASSESSMENT MODELS.brbrModels for Elementary Grades.brbrModels for Middle Grades.brbrModels for High School.brbrEffects of Alternative Assessment in Mathematics Classrooms.GERALD KULM is director of evaluation for the STEP Mathematics and Science Teacher Preparation Project at Montana State University. He was director of mathematics and science education programs at the American Association for the Advancement of Science.This book provides math teachers and those who work with them with a comprehensive and practical resource for planning and implementing alternative assessment in the classroom. Drawing from his own experience working wit@