• Abdullah, A. H., & Fadil, S. S. (2019). Emerging patterns and problems of higher-order thinking skills (HOTS) mathematical problem-solving in the Form-three assessment (PT3). South African Journal of Education, 39(2), 1-18. https://doi.org/10.15700/saje.v39n2a1552
• Beesley, A. D., Clark, T. F., Dempsey, K., & Tweed, A. (2001). Enhancing formative assessment practice and encouraging middle school mathematics engagement and persistence. School Science and Mathematics, 118(1), 4-16. https://doi.org/10.1111/ssm.12255
• Berenson, S. B., & Carter, G. S. (1995). Changing assessment practices in science and mathematics. School Science and Mathematics, 95(4), 182-186. https://doi.org/10.1111/j.1949-8594.1995.tb15759.x
• Cai, J., Moyer, J. C., & Wang, N. (2012). Mathematical problem posing as a measure of curricular effect on students’ learning. Education Studies Mathematics, 83, 57-69. https://doi.org/10.1007/s10649-012-9429-3
• Charlesworth, R., & Leali, S. A. (2012). Using problem solving to assess young children’s mathematics knowledge. Early Childhood Education Journal, 39(6), 373-382. https://doi.org/10.1007/s10643-011-0480-y
• Darma, I. K., Candiasa, I. M., Sadia, I. W., & Dantes, N. (2018). Problem-Based Learning and Authentic Assessment on conceptual understanding and ability to solve mathematical problems (Among Students of Politeknik Negeri Bali). International Research Journal of Engineering, IT & Scientific Research, 4(4), 7-16. https://doi.org/10.21744/irjeis.v4n4.254
• Downton, A., & Sullivan, P. (2017). Posing complex problems requiring multiplicative thinking prompts the use of sophisticated strategies and build mathematical connections. Educational Studies in Mathematics, 95(3), 303-328. http://doi.org/10.1007/s10649-017-9751-x
• Drijvers, P., Kodde-buitenhuis, H., & Doorman, M. (2019). Assessing mathematical thinking as part of curriculum reform in the Netherlands. Educational Studies in Mathematics, 102, 435-456. https://doi.org/10.1007/s10649-019-09905-7
• Ebiendele, P. (2012). Critical thinking: Essence for teaching mathematics and mathematics problem solving skills. African Journal of Mathematics and Computer Science Research, 5(3), 39-43. https://doi.org/10.5897/AJMCSR11.161
• Egodawatte, G. (2010). A Rubric to self - assess and peer - assess mathematical problem solving tasks. Acta Didactica Napocensia, 3(1), 75-88.
• Fan, L., & Zhu, Y. (2007). From convergence to divergence: the development of mathematical problem solving in research, curriculum, and classroom practice in Singapore. ZDM Mathematics Education, 39, 491-501. https://doi.org/10.1007/s11858-007-0044-1
• Frank, B., Simper, N., & Kaupp, J. (2017). Formative feedback and scaffolding for developing complex problem solving and modelling outcomes. European Journal of Engineering Education, 1-17. https://doi.org/10.1080/03043797.2017.1299692
• Fuchs, L. S., Compton, D. L., Fuchs, D., Hollenbeck, K. N., Craddock, C. F., & Hamlett, C. L. (2008). Dynamic assessment of algebraic learning in predicting Third Graders’ development of mathematical problem solving. Journal of Educational Psychology, 100(4), 829-850. https://doi.org/10.1037/a0012657
• Fuchs, L. S., Compton, D. L., Fuchs, D., Hollenbeck, K. N., Hamlett, C. L., & Seethaler, P. M. (2011). Two-stage screening for math problem-solving difficulty using dynamic assessment of algebraic learning. Journal of Learning Disabilities, 44(4), 372-380. https://doi.org/10.1177/0022219411407867
• Fuchs, L. S., Fuchs, D., Karns, K., Hamlett, C. L., & Katzaroff, M. (1999). Mathematics performance assessment in the classroom: Effects on teacher planning and student problem -solving. American Educational Research Journal, 36(3), 609-646. https://doi.org/10.3102/00028312036003609
• Gravemeijer, K., Stephan, M., Julie, C., Lin, F., & Ohtani, M. (2017). What mathematics education may prepare students for the society of the future? International Journal of Science and Mathematics Education, 15(1), 105-123. https://doi.org/10.1007/s10763-017-9814-6
• Griffin, P., McGaw, B., & Care, E. (2012). Defining twenty-first century skills. In Assessment and teaching of 21st century skills. https://doi.org/10.1007/978-94-007-2324-5_2
• Hasibuan, S. A., & Fauzi, K. M. S. M. A. (2020). Development of PISA mathematical problem model on the content of change and relationship to measure students mathematical problem-solving ability. International Electronic Journal of Mathematics Education, 15(2), em0570. https://doi.org/10.29333/iejme/6274
• Hopkins, M. H. (2000). Practicing what we preach: Authentic assessment in mathematics. Diagnostique, 25(1), 15-30. https://doi.org/10.1177/073724779902500104
• Hwang, G. J., Hung, C. M., & Chen, N. S. (2014). Improving learning achievements, motivations and problem-solving skills through a peer assessment-based game development approach. Educational Technology Research and Development, 62(2), 129-145. https://doi.org/10.1007/s11423-013-9320-7
• Jang, H. (2016). Identifying 21st Century STEM competencies using workplace data. Journal of Science Education and Technology, 25(2), 284-301. https://doi.org/10.1007/s10956-015-9593-1
• Kanjee, A. (2009). Enhancing teacher assessment practices in South African schools: Evaluation of the assessment resource banks. Education as Change, 13(1), 73-89. https://doi.org/10.1080/16823200902940599
• Kelly, C. A. (2006). Using manipulatives in mathematical problem solving: A performance-based analysis. The Mathematics Enthusiast, 3(2), 184-193. Retrieved from https://scholarworks.umt.edu/tme/vol3/iss2/6
• Lavrakas, P. J. (2008). Encyclopedia of survey research methods. Thousand oaks, CA: Sage Publications, Inc. https://doi.org/10.4135/9781412963947
• Lester, F. K. (2013). Thoughts about research on mathematical problem-solving.The Mathematics Enthousiasm, 10(1), 245-278.
• Lian, L., Yew, W., & Idris, N. (2010). Superitem test as an alternative assessment tool to assess students’ algebraic solving ability. International Journal for Mathematics Teaching and Learning, 1-15. Retrieved from http://www.cimt.org.uk/journal/lian.pdf
• Lin, P. (2004). Supporting teachers on designing problem-posing tasks as a tool of assessment to understand students’ mathematical learning. Proceedings of the 28th Conference of the International Group for the Psychology of Mathematics Education, 2004, 3, 257-264.
• Mukuka, A., Balimuttajjo, S., & Mutarutinya, V. (2020). Applying the SOLO taxonomy in assessing and fostering students’ mathematical problem-solving abilities. In P. Vale, L. Westaway, Z. Nhase & I. Schudel (Eds.), Proceedings of the 28th Annual Conference of the Southern African Association for Research in Mathematics, Science and Technology Education (pp. 104-112). Eastern Cape, South Africa: www.saarmste.org
• Mukuka, A., Mutarutinya, V., & Balimuttajjo, S. (2019). Exploring the barriers to effective cooperative learning implementation in school mathematics classrooms. Problems of Education in the 21st Century, 77(6), 745-757. https://doi.org/10.33225/pec/19.77.74
• Mukuka, A., Mutarutinya, V., & Balimuttajjo, S. (2020). Data on students’ mathematical reasoning test scores: A quasi-experiment. Data in Brief, 30(2020), Article 105546. https://doi.org/10.1016/j.dib.2020.105546
• Nabie, M. J. (2013). Integrating problem-solving and investigations in mathematics: Ghanaian teachers’ assessment practices department of mathematics education. International Journal of Humanities and Social Science, 3(15), 46-56.
• Nizeyimana G., & Muthukrishna N. (2003). Teacher perceptions of the impact of public examinations on curriculum practices: A survey in two districts of Kigali-city, Rwanda (Unpublished Dissertation), University of Natal, Pietermaritzburg, South Africa.
• Novita, R., Zulkardi, & Hartono, Y. (2012). Exploring primary student’s problem-solving ability by doing tasks like PISA’s question. IndoMS. J.M.E, 3(2), 133-150. https://doi.org/10.22342/jme.3.2.571.133-150
• Pajares, F., & Miller, M. D. (1997). Mathematics self- efficacy and mathematical problem-solving: Implications of using different forms of assessment. The Journal of Experimental Education, 65(3), 213-228. https://doi.org/10.1080/00220973.1997.9943455
• Pettersen, A. (2017). Identifying competency demands in mathematical tasks: Recognising what matters. Int J of Sci and Math Educ, 1, 1-17. https://doi.org/10.1007/s10763-017-9807-5
• Raiyn, J., & Tilchin, O. (2016). The impact of adaptive complex cssessment on the HOT skill development of students. World Journal of Education, 6(2), 12-19. https://doi.org/10.5430/wje.v6n2p12
• REB. (2015). Competence -based curriculum: Summary of Curriculum Framework Pre-Primary to Upper Secondary.
• Rosli, R., Goldsby, D., & Capraro, M. M. (2013). Assessing students’ mathematical problem-solving and problem-posing skills. Asian Social Science, 9(16), 54-60. https://doi.org/10.5539/ass.v9n16p54
• Schoen, R. C., Lavenia, M., Ozsoy, G., Schoen, R. C., Lavenia, M., & Ozsoy, G. (2019). Teacher beliefs about mathematics teaching and learning: Identifying and clarifying three constructs. Cogent Education, 6(1), 1-29. https://doi.org/10.1080/2331186X.2019.1599488
• Scott, C. L. (2015). The futures of learning 3: What kind of pedagogies for the 21st century? Education Research and Foresight, 15, 1-21.
• Stacey, K. (2005). The place of problem solving in contemporary mathematics curriculum documents. Journal of Mathematical Behavior, 24, 341-350. https://doi.org/10.1016/j.jmathb.2005.09.004
• Suto, I. (2013). 21st Century skills: Ancient, ubiquitous, enigmatic? Research Matters, 15, 2-8.
• Taras, M. (2008). Summative and formative assessment: Perceptions and realities. Active Learning in Higher Education, 9(2), 172-192. https://doi.org/10.1177/1469787408091655
• Ukobizaba, F., Ndihokubwayo, K., Mukuka, A., & Uwamahoro, J. (2019). Insights of teachers and students on mathematics teaching and learning in selected Rwandan secondary schools. African Journal of Educational Studies in Mathematics and Sciences, 15(2), 93-107. https://doi.org/10.4314/ajesms.v15ii2.8
• Veerasamy, A. K., Souza, D. D., & Lindén, R. (2018). Relationship between perceived problem solving skills and academic performance of novice learners in introductory programming courses. Journal of Computer Assisted Learning, 35(2), 1-10. https://doi.org/10.1111/jcal.12326
• Wang, T. H. (2011). Implementation of Web-based dynamic assessment in facilitating junior high school students to learn mathematics. Computers and Education, 56(4), 1062-1071. https://doi.org/10.1016/j.compedu.2010.09.014
• Wilson, J. W., Fernandez, M. L., & Nelda, H. (1993). Research ideas for the classroom: High school mathematics. New York: MacMillan.

APA

Ukobizaba, F., Nizeyimana, G., & Mukuka, A. (2021). Assessment Strategies for Enhancing Students’ Mathematical Problem-solving Skills: A Review of Literature. Eurasia Journal of Mathematics, Science and Technology Education, 17(3), em1945. https://doi.org/10.29333/ejmste/9728

Vancouver

Ukobizaba F, Nizeyimana G, Mukuka A. Assessment Strategies for Enhancing Students’ Mathematical Problem-solving Skills: A Review of Literature. EURASIA J Math Sci Tech Ed. 2021;17(3):em1945. https://doi.org/10.29333/ejmste/9728

AMA

Ukobizaba F, Nizeyimana G, Mukuka A. Assessment Strategies for Enhancing Students’ Mathematical Problem-solving Skills: A Review of Literature. EURASIA J Math Sci Tech Ed. 2021;17(3), em1945. https://doi.org/10.29333/ejmste/9728

Chicago

Ukobizaba, Fidele, Gabriel Nizeyimana, and Angel Mukuka. "Assessment Strategies for Enhancing Students’ Mathematical Problem-solving Skills: A Review of Literature". Eurasia Journal of Mathematics, Science and Technology Education 2021 17 no. 3 (2021): em1945. https://doi.org/10.29333/ejmste/9728

Harvard

Ukobizaba, F., Nizeyimana, G., and Mukuka, A. (2021). Assessment Strategies for Enhancing Students’ Mathematical Problem-solving Skills: A Review of Literature. Eurasia Journal of Mathematics, Science and Technology Education, 17(3), em1945. https://doi.org/10.29333/ejmste/9728

MLA

Ukobizaba, Fidele et al. "Assessment Strategies for Enhancing Students’ Mathematical Problem-solving Skills: A Review of Literature". Eurasia Journal of Mathematics, Science and Technology Education, vol. 17, no. 3, 2021, em1945. https://doi.org/10.29333/ejmste/9728