basis—classroom teachers, school principals, supervisors, and others in school-based settings.

The MSEB, with generous support and encouragement from the Carnegie Corporation of New York, seeks to bring discussion of assessment to school- and district-based practitioners through an initiative called Assessment in Practice (AIP). Originally conceived as a series of "next steps" to follow the publication of Measuring Up and For Good Measure, the project, with assistance from an advisory board, developed a publication agenda to provide support to teachers and others directly involved with the teaching and assessment of children in mathematics classrooms at the elementary, middle, and high school levels.

Through a pair of resource booklets, AIP presents an exploration of issues in assessment. These booklets are specifically designed to be used at the school and school district level by teachers, principals, supervisors, and measurement specialists. Because these booklets are commissioned works, the opinions and recommendations they contain are those of the authors and not necessarily of the MSEB or the NRC. The first booklet, Learning About Assessment, Learning Through Assessment, written by Mark Driscoll and Deborah Bryant, discusses ways to assist teachers in learning about assessment and how student work can be a rich resource in professional development. This booklet, Keeping Score, written by Ann Shannon, discusses issues to be considered while developing high-quality mathematics assessments. Much of the raw material and analysis in this booklet grew out of the author's work with two projects, New Standards and Balanced Assessment, that are intended to produce mathematics assessments supporting the NCTM Standards. The publication of this booklet is not an NRC or MSEB endorsement of these projects, but rather a suggestion that many of the ideas may be useful to people who are rethinking the roles that assessment has played in mathematics education.

As we continue in our efforts to understand the implications of standards-based curriculum, instruction, and assessment, it is critical that teachers and others involved with the practice of instruction have the opportunity to reflect on how to best achieve the ultimate goal of improving student learning in mathematics. The MSEB welcomes this opportunity to provide resources in the area of assessment.

Hyman Bass, Chair

Mathematical Sciences Education Board

April, 1999



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