1. Artin, M. (1995). Algebra at the college level. In C. Lacampagne (Ed.), *Proceedings of algebra initiative colloquium*. Washington, DC: U.S. Department of Education.

2. Balanced Assessment Project. For information contact Graduate School of Education, University of California, Berkeley, CA 94720.

3. Ball, D. (1994, November). *Developing mathematics reform: What don't we know about teacher learning—but would make good working hypotheses*. Paper prepared for conference on Teacher Enhancement in Mathematics K-6, Arlington, VA.

4. Barnett, C. et al. (Eds.), *Fractions, decimals, ratios, and percents: Hard to teach and hard to learn*. Portsmouth, NH: Heinemann.

5. Bryant, D. and Driscoll, M. J. (1998). *Exploring classroom assessment in mathematics: A guide for professional development*. Reston, VA: NCTM.

6. Clarke, D. J. (1993). Open-ended tasks and assessment: The nettle or the rose. Paper presented at the Research Presession of NCTM's 71st Annual Meeting.

7. Clarke, D. J. and Sullivan, P. A. (1992). The assessment implications of open-ended tasks in mathematics. In M. Stephens and J. Izard (Eds.), *Reshaping assessment practices: Assessment in the mathematical sciences under challenge* (pp. 161–179). Hawthorn, Australia: Australian Council for Educational Research.

8. Driscoll, M. J. (In preparation). Crafting a sharper lens: Classroom assessment in mathematics. In M. Solomon, *The diagnostic teacher: Revitalizing professional development*. New York: Teachers College Press.

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Learning About Assessment, Learning Through Assessment
References
1. Artin, M. (1995). Algebra at the college level. In C. Lacampagne (Ed.), Proceedings of algebra initiative colloquium. Washington, DC: U.S. Department of Education.
2. Balanced Assessment Project. For information contact Graduate School of Education, University of California, Berkeley, CA 94720.
3. Ball, D. (1994, November). Developing mathematics reform: What don't we know about teacher learning—but would make good working hypotheses. Paper prepared for conference on Teacher Enhancement in Mathematics K-6, Arlington, VA.
4. Barnett, C. et al. (Eds.), Fractions, decimals, ratios, and percents: Hard to teach and hard to learn. Portsmouth, NH: Heinemann.
5. Bryant, D. and Driscoll, M. J. (1998). Exploring classroom assessment in mathematics: A guide for professional development. Reston, VA: NCTM.
6. Clarke, D. J. (1993). Open-ended tasks and assessment: The nettle or the rose. Paper presented at the Research Presession of NCTM's 71st Annual Meeting.
7. Clarke, D. J. and Sullivan, P. A. (1992). The assessment implications of open-ended tasks in mathematics. In M. Stephens and J. Izard (Eds.), Reshaping assessment practices: Assessment in the mathematical sciences under challenge (pp. 161–179). Hawthorn, Australia: Australian Council for Educational Research.
8. Driscoll, M. J. (In preparation). Crafting a sharper lens: Classroom assessment in mathematics. In M. Solomon, The diagnostic teacher: Revitalizing professional development. New York: Teachers College Press.

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9. Elmore, R. (1996, March). Staff development and instructional improvement: Community District 2, New York City. Paper prepared for the National Commission on Teaching and America's Future.
10. Exemplars, (1995, October). 3(2). (http://www.exemplars.com, 271 Poker Hill Road, Underhill, VT 05489.)
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25. National Research Council. (1991). For good measure. Principles and goals for mathematics assessment. Washington, DC: National Academy Press.
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31. Petit, M. (1992). Getting started: Vermont mathematics portfolio—learning how to show your best!! Cabot, VT: Cabot School.
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33. Schifter, D. and Fosnot, C. (1993). Reconstructing mathematics education. New York: Teachers College Press.
34. Silver, E. A., Shapiro, L. J., and Deutsch, A. (1993). Sense making and the solution of division problems involving remainders: An examination of middle school students' solution processes and their interpretations of solutions. Journal for Research in Mathematics Education, 24(2), 117–135.
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42. Wilson, L. (Ed.). (1995). Implementing the Assessment standards or school mathematics. Mathematics Teacher (a series beginning in 1995).
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