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The report surveys concerns about test value, validity, trust, and fairness, then outlines future prospects centered on identifying key skills and measuring hard-to-assess competencies. It also explores technology-enabled advances, AI-driven item development and scoring, and feedback models grounded in learning science.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/charting-the-future-of-assessments-report-overview/272627/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/charting-the-future-of-assessments-report-overview/272627.png","ImageObject",300,407,{"name":92,"@type":93},"Liam","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-09-15",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",13,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What major concerns does the report raise about testing and assessment?","Question",{"text":113,"@type":114},"It discusses concerns about whether tests provide sufficient value, whether their focus is too narrow, and whether scores are valid and trusted. It also covers fairness and equity issues.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How does the report define the future of assessment in terms of skills?",{"text":118,"@type":114},"It emphasizes identifying key skills and advancing methods to assess hard-to-measure skills. It also highlights personalized feedback to give opportunities to test-takers and other stakeholders.",{"name":120,"@type":111,"acceptedAnswer":121},"What technology and AI advances are presented as operations breakthroughs?",{"text":122,"@type":114},"The report outlines anytime/anywhere administration with security, automatic item generation using generative AI and item models, contextualization and personalization, and AI-enabled scoring. It also addresses security, quality control, and cheating detection, including approaches to LLM cheating.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},272627,1789466511,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":140,"language":141,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":142,"faqs":143,"seo_title":144,"seo_description":67,"update_tm":130,"read_time":145,"preview_page_count":4},8796095461564,"https://ap-avatar.wpscdn.com/davatar_155a257f0dc6eb9ab79c44ca47cae57d","|  |  |  |  |  |\n| --- | --- | --- | --- | --- |\n|  | Contents |  |  |  |\n|  | 01 | Toward the future of assessment: current state and prospects |  |  |\n|  |  | Introduction\u003Cbr>Assessment provides value Skills are the future currency Testing serves many purposes\u003Cbr>High-stakes\u003Cbr>Low-stakes mixed with high-stakes uses There are emerging challenges to testing\u003Cbr>Concerns that tests do not provide sufficient value\u003Cbr>Concerns about the focus of tests being too narrow\u003Cbr>Concerns about validity and lack of trust in the scores\u003Cbr>Concerns about fairness and equity Future of assessment prospects\u003Cbr>Providing useful information to test-takers and stakeholders Identification of key skills\u003Cbr>Advancing methods for assessing hard-to-measure skills Providing opportunity to test-takers and other stakeholders with personalized feedback\u003Cbr>Themes for the future of assessment and organization of the paper | 8\u003Cbr>9\u003Cbr>10\u003Cbr>11\u003Cbr>13\u003Cbr>14\u003Cbr>15\u003Cbr>15\u003Cbr>16\u003Cbr>16\u003Cbr>16\u003Cbr>17\u003Cbr>17\u003Cbr>17\u003Cbr>18\u003Cbr>18\u003Cbr>19 |  |\n|  | ETS Research Institute Charting the Future of Assessments 2 |  |  |  |\n\n\n|  |  |  |  |  |\n| --- | --- | --- | --- | --- |\n|  | Contents |  |  |  |\n|  | 02 | Skills for the future:\u003Cbr>effects of technology advances 20 |  |  |\n|  |  | Skills in demand today\u003Cbr>Skills employers are looking for\u003Cbr>Skills in higher education Skills important in K-12\u003Cbr>The skills in demand are hard-to-measure skills Forecasting future skills demands\u003Cbr>Trends analyses\u003Cbr>Predictive AI effects on future jobs\u003Cbr>Generative AI effects on future jobs\u003Cbr>Conclusions for Section 2: skills for the future | 21\u003Cbr>22\u003Cbr>24\u003Cbr>24\u003Cbr>25\u003Cbr>26\u003Cbr>26\u003Cbr>26\u003Cbr>27\u003Cbr>28 |  |\n|  | 03 | Innovative measures: new approaches for assessing hard-to-measure skills | 29 |  |\n|  |  | Setting the stage\u003Cbr>Ratings and related methods Situational judgment tests Performance measures\u003Cbr>Lifedata (L-data)\u003Cbr>Game-based approaches Multimodal measures or process data\u003Cbr>Conclusions for Section 3: innovative measures | 29\u003Cbr>31\u003Cbr>32\u003Cbr>33\u003Cbr>33\u003Cbr>34\u003Cbr>34\u003Cbr>35 |  |\n|  | ETS Research Institute Charting the Future of Assessments 3 |  |  |  |\n\n\n|  |  |  |  |  |\n| --- | --- | --- | --- | --- |\n|  | Contents |  |  |  |\n|  | 04 | Operations breakthroughs:\u003Cbr>AI and technology-enabled advances 36 |  |  |\n|  |  | Setting the stage\u003Cbr>Administration & administrative constraints\u003Cbr>Time\u003Cbr>Anytime, anywhere, with security\u003Cbr>New devices Item development\u003Cbr>Automatic item generation using generative AI and item models Difficulty modeling using LLMs\u003Cbr>Contextualization and personalization\u003Cbr>LLMs to accomplish personalization and contextualization Test assembly\u003Cbr>Security and quality control\u003Cbr>Approaches to detecting cheating and conducting quality control New approaches using AI to detect LLM cheating\u003Cbr>Scoring—AI scoring methods\u003Cbr>For automatic item generation (AIG) and item difficulty modeling Scoring essays and other hard-to-score tasks\u003Cbr>Scoring test-less assessments Fairness\u003Cbr>Conclusions for Section 4: Operations breakthroughs | 36\u003Cbr>37\u003Cbr>37\u003Cbr>37\u003Cbr>38\u003Cbr>38\u003Cbr>38\u003Cbr>39\u003Cbr>39\u003Cbr>40\u003Cbr>40\u003Cbr>41\u003Cbr>42\u003Cbr>42\u003Cbr>42\u003Cbr>43\u003Cbr>43\u003Cbr>44\u003Cbr>44\u003Cbr>45 |  |\n|  | ETS Research Institute Charting the Future of Assessments 4 |  |  |  |\n\n\n|  |  |  |  |  |\n| --- | --- | --- | --- | --- |\n|  | Contents |  |  |  |\n|  | 05 | Feedback: learning science driven\u003Cbr>insights and action plans for test-takers 46 |  |  |\n|  |  | Setting the stage\u003Cbr>Paradigms for combining assessment and learning Formative assessment (assessment for learning) Testing effect\u003Cbr>Tutoring\u003Cbr>Intelligent tutoring (adaptive instructional) systems Diagnostic assessment and process analysis Feedback\u003Cbr>Implications for the design of innovative assessments Principles of learning\u003Cbr>Conclusions for Section 5: feedback | 46\u003Cbr>48\u003Cbr>48\u003Cbr>48\u003Cbr>49\u003Cbr>50\u003Cbr>51\u003Cbr>51\u003Cbr>52\u003Cbr>53\u003Cbr>53 |  |\n|  | 06 | Summary and conclusions 55 |  |  |\n|  |  | Limitations\u003Cbr>Future directions | 56\u003Cbr>56 |  |\n|  | ETS Research Institute Charting the Future","cbCaipyAHY6lTLHC","https://ap.wps.com/l/cbCaipyAHY6lTLHC","pdf",2464823,72,"English","# Toward the future of assessment: current state and prospects\n# Skills for the future: effects of technology advances\n# Innovative measures: new approaches for assessing hard-to-measure skills\n# Operations breakthroughs: AI and technology-enabled advances\n# Feedback: learning science driven insights and action plans for test-takers\n# Summary and conclusions","[{\"question\":\"What major concerns does the report raise about testing and assessment?\",\"answer\":\"It discusses concerns about whether tests provide sufficient value, whether their focus is too narrow, and whether scores are valid and trusted. It also covers fairness and equity issues.\"},{\"question\":\"How does the report define the future of assessment in terms of skills?\",\"answer\":\"It emphasizes identifying key skills and advancing methods to assess hard-to-measure skills. It also highlights personalized feedback to give opportunities to test-takers and other stakeholders.\"},{\"question\":\"What technology and AI advances are presented as operations breakthroughs?\",\"answer\":\"The report outlines anytime/anywhere administration with security, automatic item generation using generative AI and item models, contextualization and personalization, and AI-enabled scoring. It also addresses security, quality control, and cheating detection, including approaches to LLM cheating.\"}]","Charting the Future of Assessments - Report Overview | PDF",181]