The Assessment Standards provide criteria for judging the quality of mathematics assessments.

The standards presented in this section provide criteria for judging the quality of mathematics assessments. They are statements about what is valued. Together, they reflect a vision of exemplary mathematics assessment.

As individuals and groups face assessment decisions, attention to the standards presented here should enable them to create a high-quality assessment process. Why so few standards? Why these six? To be useful, the standards need to be limited in number yet comprehensive enough to cover major issues of mathematics assessment. They address mathematics, learning, equity, openness, inferences, and coherence. Focus questions are provided to facilitate the application of each standard–that is, the questions are intended to help in determining the extent to which a specific mathematics assessment meets the standard.

All six standards apply to all mathematics assessments. They can be applied to specific assessment activities or to an entire assessment system. The Coherence Standard differs from the others, connecting them to the assessment system and to the purposes for which assessment is done.

The Assessment Standards promote the dynamic and ongoing process of improving mathematics curricula, mathematics teaching, and mathematics assessment. The process involves everyone concerned with mathematics education. These standards for assessment contribute to, and are affected by, the standards for curriculum and the standards for teaching.