Commonly, problem sets and problems on tests focus students' attention on two types of learning tasks:
 generating the entire quantitative solution to a premodeled problem or
 generating an entire computer program or
 deriving or proving a quantitative relationship.
The list below includes variations on these traditional themes: tasks designed to focus students' attention on specific mental processes involved in problem solving, such as planning the solution process, understanding the solution process, making plausible estimates, planning to verify models with measurements, and convincing audiences that the results are sufficiently accurate.
Ideas for Learning Tasks (i.e., Assignments) that Support Assessment
 Solve the premodeled problem and report the quantitative answer
 Write a computer program to accomplish a specified task
 Derive or prove a quantitative relationship
 Describe the solution process (e.g., set up a system of equations or describe the subroutines of a program), without solving
 Verbally explain one aspect of the solution process
 Identify, explain, and fix flaws in an existing solution
 Explain (verbally and mathematically) the process for arriving at an estimate
 Describe measures that could plausibly be used to verify the solution
 Design visual displays of information pertinent to the solution
 Persuade a decisionmaking audience that the solution is reasonable and sufficiently accurate
Making Scoring/Grading Useful for Assessment
 General principles for making scoring/grading useful for assessment (rubrics)
 Example rubrics
