The release of the Common Core State Standards for Mathematics and their adoption across the United States calls for careful attention to the alignment between mathematics standards and assessments. This study investigates 2 models that measure alignment between standards and assessments, the Surveys of Enacted Curriculum (SEC) and the Webb Alignment Tool (WAT), by examining the use of these models in 3 grade levels in 3 states. Findings indicate affordances and limitations of both models and suggest that, when taken together, the criteria of the WAT coupled with the alignment index and tile charts of the SEC provide a variety of perspectives on the alignment between standards and assessments.

### Jill A. Newton and Sarah E. Kasten

### Candia Morgan and Anne Watson

This paper discusses fairness and equity in assessment of mathematics. The increased importance of teachers' interpretative judgments of students' performance in highstakes assessments and in the classroom has prompted this exploration. Following a substantial theoretical overview of the field, the issues are illustrated by two studies that took place in the context of a reformed mathematics curriculum in England.

### Estrella Johnson, Christine Andrews-Larson, Karen Keene, Kathleen Melhuish, Rachel Keller and Nicholas Fortune

Assessments (Melhuish, 2015) to investigate performance differences between students whose instructors implemented the IOAA curriculum (with support from the TIMES project) and those whose instructors did not. Specifically, we address the following two

### Teruni Lamberg, Linda Gillette-Koyen and Diana Moss

Teaching that supports student learning requires using assessment to inform and adjust instruction as opposed to evaluating learning for grading ( Black & Wiliam, 1998 ; Christoforidou, Kyriakides, Antoniou, & Creemers, 2014 ; Panorkou & Kobrin

### Ira S. Cohen and Joan V. Fowler

How would you like to hear such comments about your mathematics tests from students? In this article, ideas for an assessment system that reflects NCTM's *Curriculum Standards* (NCTM 1989) are presented. In this system, assessment tasks are created to support instruction that values a mastery of the “basics,” mental mathematics, mathematics vocabulaty, problem solving and writing in mathematics, calculator mathematics, and mathematics understanding. The motivation behind each task is the need to measure both a student's knowledge and his or her depth of understanding. In addition, as the students have said in their own words, these assessment are intended to be a learning experience. The assessment presented also adhere to the principle that “if it is important, assess it.”

Assessment is an integrated part of mathematics instruction that guides and enhances teaching and learning. A key aspect of instructional decision making is the alignment of standards, curriculum, instruction, and assessment. The MT Editorial Panel is interested in manuscripts that address one or more of the following themes related to assessment.

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:

### Vena M. Long

The Assessment Standards for School Mathematics (NCTM 1995) discusses a shift in mathematical content from just mastering isolated concepts and procedures to exploring a rich variety of mathematical topics and problem situations that teach and use concepts and procedures to solve problems. The Standards document also calls for student assessment that is aligned with, and integral to, instruction. Constructing valid assessments has always been difficult, and the new demands make it even more of a challenge. What does such assessment look like, and how does it work?

### Dale I. Foreman and William A. Mehrens

The development of the mathematics area of National Assessment is now in the final stages before the assessment. The actual field administration is scheduled to begin in the fall of 1972. This article is a report of the objective and exercise development in the mathematics area that has taken place between 1964 and the present date.

### Dale I. Foreman and William A. Mehrens

The development of the mathematics area of National Assessment is now in the final stage before the assessment. The actual field administration is scheduled to begin in the fall of 1972. This article is a report of the objective and exercise development in the mathematics area that has taken place between 1964 and the present date.