Abstract
Assessment that is a continuous, integrated part of mathematics instruction will guide and enhance learning for all students. In addition to evaluating students' conceptual understanding and procedural fluency, assessment also informs instructional decisions. Assessment is a dynamic self–reflective process for both teachers and students that is at the core of significant mathematics content, teaching practices, and student learning. A key aspect of instructional decision making is the alignment of the curriculum and instruction with assessment. For example, assessment techniques may include open–ended questions, constructed-response tasks, selected–response items, performance tasks, observations, conversations, journals, and portfolios. In the spirit of NCTM's Assessment Principle and its focus on reasoning and sense making, the MT Editorial Panel seeks manuscripts that address but are not limited to the following topics:
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