ABSTRACT
This chapter outlines an approach and present recommendations to help ensure that preservice teachers are prepared to implement formative assessment effectively as mathematics classroom teachers and are predisposed to continue their learning as they enter the profession. It provides a perspective on formative assessment as an ongoing classroom practice, along with a consideration of the role of disciplinary knowledge in its enactment, and describes the habits of practice that engender continued professional growth for its implementation. The chapter examines relevant professional standards for mathematics teachers that illustrate how the three core domains of the framework are woven throughout. It explores the proposed framework, and considers how it could guide the design of preservice mathematics teacher education programs. The descriptors planned and ongoing included in the Formative Assessment for Students and Teachers State Collaborative on Assessment and Student Standards definition emphasize formative assessment as intentional and continuous assessment that occurs while learning is in development.
