Kristin E. Harbour

Jun 15, 2024 | mdpi.com | Stefanie D. Livers |Kristin E. Harbour |Patrick Sullivan

1. IntroductionIn the quest for teaching mathematics for understanding, the connection between learning and assessment often becomes disjointed if the assessment practices are based on compliance and completion. The call for assessment practices of teacher candidates that mirror K-12 began in the 1990s [1] as standards-based instruction became the focus. The standards-based movement was grounded in learning theory and environments that support constructivist practices [2].