Abstract
One growing concern about the change of how one assesses mathematics is often connected to the use of technology. Technology is used to reproduce pencil and paper work or in the development of concepts, and, consequently, one has to change the way assessment is practiced. One such change is to give students assignments where they are expected to communicate the mathematics through writing.
This paper is a short example of how this can be connected to different taxonomies of levels of learning and understanding.
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