Formative Assessment Resources & Position Statement

The AMTE/NCSM Joint Task Force on Formative Assessment develops materials in support of formative assessment in mathematics education. As new initiatives and resources become available from the Task Force, more information will be made available here.

Position Statement on Formative Assessment

The National Council of Supervisors of Mathematics (NCSM) and the Association of Mathematics Teacher Educators (AMTE) affirm the centrality of research-based, mathematically focused, formative assessment—a key element in the national effort to improve mathematics proficiency. Formative assessment needs to be intentionally and systematically integrated into classroom instruction at every grade level. This requires adequate attention in the preparation of new teachers of mathematics and in the continuing education and professional development of current teachers.

Formative Assessment Joint Task Force 

  • Valerie Mills, Co-Chair, Ypsilanti, MI
  • Edward Silver, Chair, Ann Arbor, MI

NCSM Members

  • Valerie Mills, Co-Chair, Ypsilanti, MI
  • Wanda Audrict, Stone Mountain, GA
  • Marge Petit, North Fayston, VT

AMTE Members

  • Edward Silver, Chair, Ann Arbor, MI
  • Marilyn Strutchens, Auburn, AL
  • Megan Burton, Auburn, AL

Overview of the JUMP START: Formative Assessment Series

The JUMP START series includes materials for mathematics teacher educators to use in their work with in-service and pre-service teachers in support of formative assessment. The goals of the modules include:

  • Provide teachers with understanding that formative assessment is a process of gathering evidence about what students know and understand, their misconceptions, and their incomplete knowledge
  • Support teachers in using strategies that inform teaching and learning and shape their instructional decisions "in the moment" and in short and long-term planning
  • Suggest strategies for encouraging greater involvement of students

See the attached documents and related links for additional information and the accompanying JUMP START modules (provided to NCSM and AMTE members as a benefit of membership).


Connections

Timely, important updates for mathematics teacher educators.

As we move through the Spring semester, this issue of AMTE Connections highlights the many ways our community continues to learn from and support one another. In his presidential message, Farshid Safi reflects on the energy of the 2026 AMTE Annual Conference in Portland, OR and invites us to continue leading as a diverse community of scholars committed to strategic collective action. In this issue, you will find updates from several AMTE committees, opportunities for professional learning, and invitations to get involved—whether through contributing to the Tech Talk blog, attending upcoming webinars, or learning about new membership initiatives. We are also excited to feature articles that explore important aspects of mathematics teacher education, from helping preservice teachers interpret mathematical symbols, to designing meaningful mathematics tasks, to learning from program graduates to strengthen elementary mathematics teacher preparation. You will also find highlights from the Portland conference and the latest episodes from the Teaching Math Teaching podcast. Thank you to all who contributed to this issue and to the many members whose work continues to strengthen our AMTE community.

Eugenia Vomvoridi-Ivanovic, Connections Editor