Feedback is an important part of assessment. For elements of effective feedback and on-going assessment, see:

Black, Paul, and Dylan Wiliam. "Inside the Black Box: Raising Standards though Classroom Assessment." Phi Delta Kappan (1998): 139-148.

Assessment should be embedded in on-going learning activities. For information about how children learn, see:

Bransford, John D., Ann L. Brown, and Rodney R. Cocking (Eds.) How People Learn. http://bob.nap.edu/html/howpeople1/

It is important that assessment is transformed along with curricular reform. For more information regarding the relationship between changes in curriculum, pedagogy and assessment, see:

Lacampagne, Carole B. Transforming Ideas for Teaching and Learning Mathematics. Washington, D.C:U.S. Department of Education, OERI, 1993.

Standards that provide criteria to help teachers judge the quality of mathematics assessment were put forth by the National Council of Teachers of Mathematics in 1995. The standards address mathematics, learning, equity, openness, inferences, and coherence. To learn more about these standards see:

National Council of Teachers of Mathematics. Assessment Standards for School Mathematics. Reston, Va.: NCTM, 1995.

It is important that teachers assess students' understanding by using a variety of sources. For more information in regards to assessment in student-centered classrooms, see:

Stiggins, Richard. Student-Centered Classroom Assessment. Prentice Hall, 1997.

References and Credits