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It argues that assessments—when well designed and paired with high-quality instruction—support educational equity rather than being inherently harmful. It reviews why standardized assessments remain required, critiques limits of single annual testing, and calls for broader assessment systems supported by federal investment, better assessment design research, and teacher data-use capacity.",{"@graph":69,"@context":122},[70,84,105],{"@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/future-of-testing-in-education-effective-and-equitable-assessment-systems/582700/",{"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/future-of-testing-in-education-effective-and-equitable-assessment-systems/582700.png","ImageObject",300,407,{"name":92,"@type":93},"Mia  ","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-15","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What role should assessments play in schools according to the report?","Question",{"text":112,"@type":113},"Assessments should help stakeholders understand what students know and can do, and—when well designed—act as part of a broader teaching and learning system that includes high-quality instruction and materials.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why are annual standardized assessments required in the United States?",{"text":117,"@type":113},"They became law starting in 2001 through the Elementary and Secondary Education Act renewal and renaming, intended to promote equity by measuring how well students master state academic standards in reading and math.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the report’s main criticism of relying on a single annual assessment?",{"text":121,"@type":113},"State assessments mainly look back at year-end learning and are not designed to guide teachers’ daily interactions with students, so additional high-quality information and effective use of student data are needed to drive learning forward.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},582700,1792231228,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687207024478,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","GETTY IMAGES/JOSE M . OSORIO  \nFUTURE OF TESTING IN EDUCATION  \nEffective and Equitable Assessment Systems  \nBy Laura Jimenez and Jamil Modaffari September 2021  \nWWW.AMERICANPROGRESS. ORG  \nContents  \n1 Introduction and summary  \n3 What are standardized assessmentsand what purpose do they serve?  \n5 History of standardized assessmentsin the United States  \n10 Is the issue with the test, or how the test is administered and used?  \n18 Recommendations: The role that assessments should play in education  \n22 Conclusion  \n23 About the authors and acknowledgments  \n24 Endnotes  \nIntroduction and summary  \nThis series is about the future of testing in America’s schools. Part one of the series—this report—presents a theory of action that assessments should play in schools. Part two reviews advancements in technology, with a focus on artificial intelligence that can powerfully drive learning in real time. And the third part looks at assessment designs that can improve large-scale standardized tests.  \nAssessments are a way for stakeholders in education to understand what students know and can do. They can take many forms, including but not limited to paper and pencil or computer-adaptive formats. However, assessments do not have to be tests in the traditional sense at all; rather, they can be carried out through teacher observations of students or portfolios of students’ work. Regardless of form, when assessments are well designed and a component of a system of teaching and learning that includes high-quality instruction and materials, they are part of the solution and not a source of the problem. Thus, debates on whether or not to assess students fail to create a worthwhile discussion about testing in schools and how to make assessments better.  \nWhen they are well built, standardized and nonstandardized assessments play a useful role in providing educational equity—that is, helping all students achieve at high levels. Accordingly, this report offers an alternative to the argument that all assessments are harmful: an idea for what role all assessments should play in education and the federal and state policy structure needed to make this a reality.  \nAssessments—in particular, one annual standardized assessment of all public school students in reading and math—became the law of the land starting in 2001 with the renewal and renaming of the Elementary and Secondary Education Act of 1965 asthe No Child Left Behind Act. The rationale for this policy is to promote equity in educational opportunity by measuring how well the public education system teaches students to master a state’s academic standards in these subjects.  \n1 Center for American Progress | Future of Testing in Education: Effective and Equitable Assessment Systems  \nDespite this laudable goal, federally required assessments are at times criticized because America’s students have made little progress since 2001 and their results correlate with race and socioeconomic status. However, the reality remains that one assessment alone is insufficient to solve the problem of inequity in education. That is because state standardized assessments look back at the end of the year and evaluate whether students learned the state’s academic standards in reading and math. They are not designed to provide information to guide teachers’ daily interactions with students. This type of high-quality information, as well as professional development in how to use student data effectively, is needed to drive learning forward. Thus, the state assessment must be part ofa broader system of assessments that produce data that can evaluate, inform, and predict learning to help achieve educational equity.  \nThe Center for American Progress found that while some of the criticisms of assessments—the annual state standardized assessment in particular—are valid and must be addressed, not all of them have merit. Too often, the criticisms tend to suggest that all standardized testing is harmful or not useful.  \n","cbCaipPPLUF0cTTn","https://ap.wps.com/l/cbCaipPPLUF0cTTn","pdf",422870,29,"English","# Introduction and summary\n# What are standardized assessments and what purpose do they serve?\n# History of standardized assessments in the United States\n# Is the issue with the test, or how the test is administered and used?\n# Recommendations: The role that assessments should play in education\n# Conclusion\n# About the authors and acknowledgments\n# Endnotes","[{\"question\":\"What role should assessments play in schools according to the report?\",\"answer\":\"Assessments should help stakeholders understand what students know and can do, and—when well designed—act as part of a broader teaching and learning system that includes high-quality instruction and materials.\"},{\"question\":\"Why are annual standardized assessments required in the United States?\",\"answer\":\"They became law starting in 2001 through the Elementary and Secondary Education Act renewal and renaming, intended to promote equity by measuring how well students master state academic standards in reading and math.\"},{\"question\":\"What is the report’s main criticism of relying on a single annual assessment?\",\"answer\":\"State assessments mainly look back at year-end learning and are not designed to guide teachers’ daily interactions with students, so additional high-quality information and effective use of student data are needed to drive learning forward.\"}]","Future of Testing in Education - Effective and Equitable Assessment Systems | PDF",1792044251,73]