Assessment of Problem Solving Skills in Mathematics

Abstract

This article examines the theoretical and practical aspects of assessing problem-solving skills in mathematics education. Modern instructional approaches prioritize not only the acquisition of knowledge but also the ability of learners to apply, analyze, and creatively use that knowledge in new situations. Therefore, mathematical problem-solving competence is considered one of the core objectives of mathematics teaching. The study analyzes the stages of problem-solving, the criteria and indicators used to assess these skills, as well as the role of formative and summative assessment approaches. Methods such as pedagogical observation, tests, surveys, experimentation, and statistical analysis were employed in the research. The findings show that effective assessment of problem-solving skills requires a process-oriented approach that focuses not only on the final answer but also on the learner’s reasoning steps and strategic decisions. This comprehensive approach enhances analytical thinking, logical reasoning, and reflective evaluation skills. The study concludes that integrating multiple assessment tools provides a more objective and accurate evaluation of students' mathematical problem-solving abilities and contributes significantly to improving the teaching– learning process.