This 87-page book addresses the constructive assessment of students in mathematics. The author shares both background information and strategies for implementing this approach to assessment in K-12 classrooms.

The purpose of this book is to "assist teachers to find their own answers to the questions of assessment in mathematics and to begin to take practical steps toward making their assessment practices both constructive and effective" (p. 2). The primary audiences for the book are both in-service and pre-service teachers of mathematics. Elementary, middle, and secondary school teachers can all benefit from the information in the book.

Constructive Assessment in Mathematics is an excellent resource for teachers who wish to reexamine their assessment practices and who seek practical advice for implementing changes. The book succinctly presents a rationale for using constructive assessment, the importance of a coherent and consistent assessment approach, and the goals of assessment as viewed by a classroom teacher. The text consists of three major parts plus two appendices. In Part I, "Modeling Good Mathematical and Educational Practice," teachers are introduced to various reasons for using non-traditional assessments and a variety of assessment techniques. Part 2, "Monitoring Good Practice by Teachers and Students," provides practical assessment strategies and techniques with templates for various assessment tools. Part 3, "Informing Good Practice by Teachers, Students, and Others," discusses communicating assessment information and using it to inform action. The appendices provide an annotated bibliography of assessment resources and suggestions for suitable mathematical tasks for instruction and assessment.

The book is clear and understandable with effective use of cartoons, numbered and bulleted lists, and boxed examples and explanations that add greatly to its readability. The pedagogical content is sound and accessible, with strategies based on both the author's experiences and on the writings of leading mathematics education researchers and policy consultants. Clarke is especially adept at conveying how research-based ideas can be applied in practical ways.

One of the interesting aspects of the book is that it considers assessment from the student's perspective as well as from the teacher's perspective. The individual student's needs are at the center of all of the author's recommendations, reflecting an emphasis on equitable assessment practices. In addition, the author is careful to avoid gender or cultural bias in the text; even the selection of the cartoons shows a range of gender and ethnic roles.

Constructive Assessment in Mathematics effectively addresses thinking about assessment as a means for informing curriculum and instruction, clearly laying out how to implement this approach.

This book can be used as a basis for individual or group study in both in-service and pre-service settings. It could be the focus for a teacher discussion group within a school, or a valuable part of a more formal course or professional development seminar that addresses assessment. In addition, it is a useful resource for individual teachers to examine their own assessment practices.

While the book includes suggestions and samples of some assessment tasks, one reviewer noted that teachers would need practice with designing or selecting appropriate tasks relevant to their own curricula.

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