Experience reveals enormous gaps between current assess- ment practice and new goals for mathematics education. Experts agree that for education to be effective, curriculum, instruction, and assessment must harmo- nize for their mutual support. However, the path from general agreement to specific assessments is far from clear. We are embarking on a new venture, guided by the principles of content, learning, and equity. It will also require leadership and support from policymakers at every level of government.
All reform is evolutionary.
As society changes, the targets and goals for education change. Assessment is our primary tool for monitoring progress and making midcourse corrections. A Conceptual Guide for Mathematics Assessment, which was developed by National Research Council's Study Group on Mathematics Assessment over a period of two years. Members of the study group faced many significant hurdles posed by their differing professional perspectives, by the rapidly changing context of educational assessment, and by the challenges posed by the new Standards for school mathematics. We owe each of them a special thanks for persisting in this formidable task to reach consensus on the key principles enunciated in the two reports.