Standards-Based Mathematics Assessment in Middle School takes an indepth look at the problems and practices involved in conducting formative assessments in reform mathematics classrooms. In the chapters, researchers and teachers identify the problems teachers face as they attempt to implement new assessment procedures in conjunction with their use of the Mathematics in Context (MiC) curriculum materials (National Center for Research in Mathematical Sciences Education & Freudenthal Institute, 1997-1998). These materials were developed from 1992 to 1997 by the staff of the Freudenthal Institute at the University of Utrecht and adapted for use in U.S. schools by the staff of the National Center for Research in Mathematical Sciences Education (NCRMSE) at the University of Wisconsin–Madison. The comprehensive mathematics curriculum for grades 5–8 includes 40 units (10 at each grade level), teacher guides, supporting materials, and a variety of assessment materials. Furthermore, the materials were designed to reflect the National Council of Teachers of Mathematics (NCTM; 1989, 1991, 1995) content, teaching, and assessment standards. The curriculum—grounded in quantitative and spatial situations and based in the domains of number, algebra, geometry, and statistics and probability—emphasizes making connections among mathematical topics and domains, and between mathematics and real-world problem solving.