• Journal of Educational Research in Mathematics
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• v.13 no.2
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• pp.107-122
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• 2003

The present study aims at theoretically reviewing studies en the need of alignments among assessment, curriculum and instruction in order to implement the goals of mathematics education. This paper discusses about issues and models fer alignment between instruction and curriculum, and then mainly focuses on alignment of assessment with instruction and curriculum at two levels, classroom and large-scale assessment. It was pointed out that both many published standardized tests for large-scale assessment and classroom assessments failed to meet curricular goals and contents, and instructional methods. The findings imply that reform in mathematics education should not be driven by assessment, but be embedded in instructional practices.