Abstract
The curriculum, teaching, and assessment Standards of the National Council of Teachers of Mathematics advocate the use of various assessment techniques in mathematics, K‐12. Practitioners from 35 school districts in two regions of a midwestern state completed a questionnaire and reported information about their assessment practices, reporting methods, and other issues that affect change in mathematics. The results of the survey suggest that current reporting practices are limiting the use of alternative classroom assessment practices. Delays in the use of alternative mathematics assessment practice can probably be expected until the reporting systems used in school districts become consistent with the assessment systems and teachers participate in ongoing professional development programs to learn more about alternative assessment practices.
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