The purpose of this case study was to develop a deeper understanding of how one second grade elementary school teacher and one third grade elementary school teacher relate mathematics assessment, mathematics instruction and student learning. The study was based on interviews with the two participating teachers, observations in their classrooms, a focus group with the two participating teachers, analysis of their assessments, analysis of district and state policies and de-briefing sessions with the teachers after they administered assessments in their classrooms. The experiences of these teachers helped to identify how mathematics assessments could be used to inform instruction and make decisions regarding the mathematical development of students.
