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Elmore Harvard University  \nECNU Review of Education 2019, Vol. 2(3) 328–341 ª The Author(s) 2019 Article reuse guidelines:  \n[sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/2096531119878962](DOI: 10.1177/2096531119878962)[ ](DOI: 10.1177/2096531119878962)[journals.sagepub.com/home/roe](journals.sagepub.com/home/roe)  \nAbstract  \nPurpose: The aim of this article is to point out that assessment should serve as useful information about the development of learners’ capabilities, but not define, measure, evaluate, and confer“merit.”  \nDesign/Approach/Methods: By arguing the current assessments are institutionalized which have deeply embedded social, cultural, and political purposes and ignoring learning at the individual or collective level, this article redefines learning, schooling, and assessment. Learning should be embodied, highly individualized, highly contextual, and lifelong, so schooling and assessment should support such learning form rather than perform attainment, custody, and control. Neurological basis of learning in human beings supports the new definition.  \nFindings: Assessment should provide valuable information to guide, give feedback, and support the dynamic feature of learning. Future assessment is a tool to reflect how learners judge their learning, how they develop as a learning organism, and how they have the ability to develop agency and control over learning.  \nOriginality/Value: This article gives learning, schooling, and assessment new definitions combining the current situation and neurological evidence. It would be a thorough and novel guideline for the designing of future assessment.  \nCorresponding author:  \nRichard F. Elmore, Graduate School of Education, Harvard University, Cambridge, MA, USA. Email: [richard_elmore@gse.harvard.edu](richard_elmore@gse.harvard.edu)  \nCreative Commons Non Commercial CC BY-NC: This article is distributed under the terms of the Creative  \nCommons Attribution-NonCommercial 4.0 License ([http://www.creativecommons.org/licenses/by-nc/4.0/](http://www.creativecommons.org/licenses/by-nc/4.0/)) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages ([https://us.sagepub.com/en-us/nam/open-access-at-sage](https://us.sagepub.com/en-us/nam/open-access-at-sage)).  \nKeywords  \nFuture assessment, learning, neurological basis, schooling  \nDate received: 20 April 2019; accepted: 6 September 2019  \nAssessment as an artifact of institutional interests  \nEducational assessment is a product of the culture and structure of educational institutions and the societies that surround them.1 Assessments define attributes that are assumed to have value for society at large—the ability to remember things that one has (presumably) been taught, procedural and logical fluency, academic literacy, cultural references, and the ability to perform structured tasks under time constraints. When these assessments are institutionalized—that is, when they become part of the way society organizes itself for purposes of social control—they become something more than “objective” measures of socially valued competencies. They become instruments for making authoritative judgments for the allocation of privilege and status in society; they become accepted definitions of “merit.” Institutionalized assessments have deeply embedded social, cultural, and political purposes. They carry society’s formal definition, literally, of “what counts” and consequently “who counts.” Over time, these definitions congeal into accepted social judgments—“good schools,”“bad schools,” “smart students,” “dull students,” “gifted students,”“needy students,” and ultimately to distinguish those who “deserve” to succeed, from those who don’t, the working definition of “mer","cbCairaty4WYM0gb","https://ap.wps.com/l/cbCairaty4WYM0gb","pdf",178940,14,"English","# Abstract\n## Purpose\n## Design/Approach/Methods\n## Findings\n## Originality/Value\n# Assessment as an Artifact of Institutional Interests","[{\"question\":\"What is the main purpose of assessment proposed in the article?\",\"answer\":\"Assessment should provide useful information about learners’ capability development, not determine “merit” through definition, measurement, evaluation, and awarding.\"},{\"question\":\"How does the article critique current educational assessments?\",\"answer\":\"It argues current assessments are institutionalized, carrying social, cultural, and political purposes that can ignore learning at both the individual and collective level.\"},{\"question\":\"How should future assessment support learning?\",\"answer\":\"Future assessment should guide, provide feedback, and reflect how learners judge their learning, develop as learning organisms, and gain agency and control over learning.\"}]","The Future of Learning and the Future of Assessment | PDF",35]