Interviews with 30 British primary and secondary teachers about informal math-assessment practices revealed differences in perceptions of how students can change, teaching practices, learning styles, desired outcomes, and views of math. These differences can lead to inequities in the way students are treated in educational systems. (SK)

Presents anecdotal data from informal discussions with 12 secondary teachers about types of evidence of students' mathematics achievements that were used by the teachers. Discusses oral evidence, written work, observed actions, voluntary use of mathematics, knowledge of the child, teachers' views of mathematics, and behavior and body language.…