Large-Scale Assessments That Support Learning: What Will It Take?

Abstract

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 important targets for assessment. This article describes the construct problem that has long existed in achievement testing, and argues that current research in the cognitive sciences, measurement, and technology make this an opportune time to make a significant leap forward in assessing critical aspects of learning. However, designing new kinds of situations for capturing the complexity of learning 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 assessment.