The article defines and describes the use of a measurement system that looks at students' fluency, flexibility , and originality to assess their responses to open-ended problems. Conway describes fluency as the number of different correct answers or approaches to solving a problem. Flexibility is referred to as the number of different mathematical features in the student's response. Better problem solvers generate different approaches to use when they solve problems. The third process that Conway suggests we assess is Originality.
Originality is described as the degree of uncommonness.
The article then gives the reader a four-step procedure for assessing Fluency, Flexibility , and Originality and how to score each of these components with a sample problem and scoring sheet. The sample problem and scoring example is very useful and aids in understanding the difference between fluency and flexibility and how they are interpreted and scored. The weakness of this particular assessment idea is the same with most alternative assessments, time. This may require substantial time by the teacher especially in step 1. In step 1, you need to develop a list of possible solutions and then arrange these solutions into categories.