Journal of the Mathematics Council of the Alberta Teachers’ Association
Volume 34 Issue 2, September 1997
15 – 22
Assessing Mathematics Learning for Students with Learning Differences
Lee Cross and Michael C. Hynes
The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) advocates the alignment of the mathematics curriculum with instructional practices and assessment techniques. The authors clearly understood that this alignment would not occur without expanding the notion of assessment and making the process of assessment more meaningful for all students.
