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Researchers and teachers identify the challenges teachers face as they attempt to implement new assessment procedures in conjunction with their use of Mathematics in Context curriculum materials in the new book, “Standards-Based Mathematics Assessment in Middle School: Rethinking Classroom Practice.”
 
The volume is edited by UW-Madison education professor Thomas A. Romberg and has just been published by Teachers College Press.
 
Mathematics in Context (MiC) was developed by the staff of the Freudenthal Institute at the University of Utrecht and the staff of WCER’s National Center for Research in Mathematical Sciences Education.
 
Each chapter in the book tells a story of one or more teachers who discovered the need and developed methods for changing the way they judge student performance. Topics include teaching and assessment under a reform curriculum; the design of new assessment tasks; embedding assessment in instructional practice; and generalizing the approach.