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If you choose to assess your students, we suggest the following approach.

### 1. Pick a problem to be the “assessment problem”.

Choose a problem that none of the students have seen from the problem list.

By the time you assess, your students should have experienced at least 5 MathsCraft problems. Through these they should have gained practice at most of the Mathematical Behaviours. They should have some experience at having and refining ideas, making convincing (or even BAD) arguments for their claims, and keeping neat-ish records of what they’ve done.

### 2. Run the problem

The assessment problem should be prepared and run in the same way as the other problems.

As with the others, it can span 1 or 2 sessions.

If you decide to use 2 sessions, collect the students’ written accounts at the end of the first session and give them back at the start of the second session, and then collect them again at the end of that session. Students cannot bring any written materials into the second session to be copied into their written accounts.

As with the other problems, do as little as possible, but as much as needed, to create the environment in which students have the chance to *have an idea*.

### 3. Assess

The preferred method of assessment is to choose a grade for a whole group, based on evidence of their behaviours during the assessment problem.

However, you may instead choose to assess students individually, and/or assess based on the students’ behaviours in all the problems.

When assessing the groups, consider how much input you provided for a group to reach a point where they had their ideas.

Assessment is not based on mathematical **results**, but on mathematical **behaviours**.

#### Evidence used for assessment

The main source of evidence for the assigned grade is the group’s written account of their adventure sparked by the assessment problem (or all problems).

Your observations of the students’ behaviours during the problem session may also be used to decide on a grade.

Samples of students’ written accounts are available below.

#### Deciding on a grade

Assess each group’s work by observing and collecting evidence of how the group behaves mathematically. Check their evidenced behaviours against the List of Mathematical Behaviours.

The list should be treated as a guide, not a set of criteria. Not all behaviours are needed for every problem, and some worthy behaviours may not be listed.

##### Grades

Budding MathsCrafters | Generates data and ideas |

Competent MathsCrafters | As above, and also pursues (some) ideas and critiques them |

Proficient MathsCrafters | As above, and also applies careful analysis, making logical arguments to support ideas, making progress towards being sure beyond all doubt (BAD) |

### 4. Send assessment for moderation

To receive certificates for your students, please read on.