Assessment in a Problem Solving Curriculum

In this paper we elaborate on the ways for assessing problem solving that goes beyond the usual focus on the products of the problem solving process. We designed a ‘practical ’ worksheet to guide the students through the problem solving process. The worksheet focuses the solver’s attention on the key stages in problem solving. To assess the students ’ problem solving throughout the process, we developed a scoring rubric based on Polya’s model (1954) and Schoenfeld’s framework (1985). Student response to the practical worksheet is discussed. There has been much interest in mathematical problem solving since the publication of Polya’s book about solving mathematics problems (Polya, 1954). The 1980s saw a world-wide push for problem solving to be the central focus of the school mathematics curriculum. However, attempts to teach problem solving typically emphasised the learning of heuristics and not the kind of mathematical thinking used by mathematicians. At the upper secondary and junior college levels, students concentrated on solving national exam-type mathematics problems. The heuristics and problem solving strategies learned at lower levels tended to be ignored instead of being applied in their mathematical engagements, possibly because of the routine nature of the exam-type problems