This study investigated changes in 22 secondary school mathematics teachers' self-perceived and observed teaching practices during their involvement in a three-year professional development program. Data were collected over four years and analyzed for changes over time. Sources included a survey given at the beginning and end of the program that addressed the teachers' perception of their practice, a classroom observation instrument, interviews, and participants' written reflections. Both teachers' self-perceived and observed practices were found to move towards the targeted goals, although not necessarily at the same rate. As the teachers' practice approached exemplary, the discrepancy between observed and self-perceptions decreased. When discrepancies did exist, the teachers tended to perceive themselves as being closer to exemplary than was supported by observation.

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Assessment for Learning (AfL) or formative assessment has the potential for raising standards and student achievement. This article describes research conducted by graduate students in an NSF-funded capacity-building project with goals to increase research in the disciplines of science and mathematics education. As background, a literature review shows parallels between assessment for learning research developed over the past two decades in England with assessment reform efforts in school mathematics and science in the U.S. A series of five research projects, conducted by Western Michigan University (WMU) AfL project scholars in fall 2008, examines (1) the prominence of assessment for learning in university course syllabi at WMU and (2) at public universities across the state of Michigan, (3) its prominence in policy statements in a sample of Michigan high schools, (4) the development of benchmarking practices with preservice teachers, and (5) a comparison of existing AfL observation protocols used in classroom research. These reports represent the range of potentially important areas that may prove fruitful for moving research on assessment in mathematics and science education forward.