This set of materials includes eight books that each provide 10-20 tasks for the assessment of students' mathematical knowledge and skills, with corresponding scoring rubrics and sample student responses. There are two volumes for each level: elementary, middle, high school, and advanced high school.

The purpose of this set of books is to provide teachers in grades 3-12 with mathematics assessment tasks that "provide students the opportunity to display their knowledge and skills across the broad spectrum of content and processes described in the NCTM Standards" (p. viii, all books). These tasks are intended to be used as formal assessment instruments, informal performance assessments, or instructional tasks that prepare students for performance assessment.

Each book begins with an introduction that clearly presents the authors' description of balanced assessment related to mathematical content, fairness to students and curriculum, usefulness of information provided by the assessment, and integration of assessment with instruction. For each task, the "dimensions of balance" are presented, including the mathematical content and processes involved in the task, the type of task, and the circumstances recommended for performance of the task.

Each task includes a brief overview that provides the reader with a description of the task and the mathematical background students will need to engage in it. The overview also lists "Core Elements of Performance" that articulate the important mathematical ideas and processes embedded in the task. The estimated time needed for the task, special materials needed, and grouping format for students are also indicated. After the overview, reproducible student pages list the mathematical aims of the task for the student and provide structured space for student responses. Sample solutions are provided for each task as well as descriptions of student responses at four different levels.

The materials make a case for the need to provide students with balanced performance tasks so that they have opportunities to demonstrate what they know and can do in mathematics. This application of skills is intended to allow many children whose learning styles do not fit well with traditional testing formats to express their mathematical achievements. The descriptions of the tasks also include suggestions for altering them to challenge some students or to offer some an extension on the task. Likewise, information is provided about modifications for students who need additional support in making sense of a task that is presented.

These materials could be used by in-service teachers in a school, teachers at a single grade level, or teachers who teach similar mathematics courses as a professional development tool in the context of a study group or ongoing workshop series. Colleagues could come together to review the tasks, work through the mathematics of the problems for themselves, and carefully select tasks that align with the on-going classroom curricular content and goals. Colleagues could also share student work on the tasks from their own classrooms and engage in discussions grounded in this work to inform their classroom instruction. Observing and discussing student work on these tasks could be a springboard for professional dialogue that would prompt teachers to seek an NCTM Standards-based curriculum that supports students' mathematical thinking and communication.

One reviewer cautioned that, although the reproducible student sheets make the materials very easy to use, teachers should carefully consider the mathematics involved and make certain that the tasks they select present rich concepts and skills that align with their mathematics curricula.