Notice that very few points are given for the correctness of the solution. The emphasis on this form of evaluation is on the process and on pinpointing difficulties students may be having with the process. The adapted instrument is designed as a method of assessment to aid instruction, but it also associates numerical values with the levels of performance to aid in quantifying students' processes. Teachers typically assess each student every three to four weeks on a rotating schedule This approach reduces the amount of time required and paperwork to be completed during each problem-solving session but still monitors each student's progress. The assessment instrument is flexible, allowing students to be evaluated in up to seven different categories.
Teachers choose the categories to assess and the appropriate method for gathering information.
Teachers must also decide at this point whether they want to evaluate the student's problem-solving ability on the basis of a single problem or of a group of problems. Once these decisions are made, teachers have students begin working on the assigned task or problem. The final score for students is based on a ratio of their score according to the criteria provided to the total number of points possible in the categories assessed. Students are aware of the possible categories and the criteria for different levels of success in each category. Students are encouraged to evaluate their own processes in a manner similar to the method the teachers use.