Large-Scale Assessments That Support Learning

Large-scale assessments can and should support learning. But for that to happen, greater clarity is needed about the underlying constructs, or aspects of thinking and learning, that are the most impor-tant targets for assessment. This article describes the construct problem that has long existed in achievement testing, and argues that current re-search in the cognitive sciences, measurement, and technology make this an opportune time to make a significant leap forward in assessing critical as-pects of learning. However, designing new kinds of situations for capturing the complexity of learn-ing requires breaking out of the current paradigm of drop-in-from-the-sky standardized testing. It also requires a sustained, collaborative effort among specialists in academic content, learning, and as-sessment. Needed are classroom and large-scale assessments that help all students learn and succeed in school by making as clear as possible to them, their teachers, and other education stakeholders the nature of their accomplishments and the progress of their learning