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During the last 65 years, ASCD publications have charted the education profession's perennial quest to design and use assessments wisely. ASCD and its members have consistently urged clarity about the purposes of evaluation and advocated the use of assessments that are appropriate for their specific purposes. A thread that runs through six decades of writing about assessment is the belief that assessments should answer two questions: How are we doing? How can we do it better?

From judging performance to guiding students to shaping instruction to informing learning, coming to grips with informative assessment is one insightful journey.

The professional learning community model has now reached a critical juncture, one well known to those who have witnessed the fate of other well-intentioned school reform efforts. In this all-too-familiar cycle, initial enthusiasm gives way to confusion about the fundamental concepts driving the initiative, followed by inevitable implementation problems, the conclusion that the reform has failed to bring about the desired results, abandonment of the reform, and the launch of a new search for the next promising initiative. Another reform movement has come and gone, reinforcing the conventional education wisdom that promises, "This too shall pass."

Ready-made benchmark tests cannot substitute for day-to-day formative assessment conducted by assessment-literate teachers.

Schools can get a better picture of how to improve learning for all students by gathering, intersecting, and organizing different categories of data more effectively.

Developed in collaboration with technology leader Northrop Grumman, ASCD's new software-based ASPIRE Assessment System will provide educators with customized classroom formative assessments they can use throughout the year to get more timely and useful feedback on student learning.

Worthy assessments should reflect the broader capabilities that students need to thrive in the 21st century.

Nine strategies help raise the achievement of students living in poverty. Students from families with little formal education often learn rules about how to speak, behave, and acquire knowledge that conflict with how learning happens in school. They also often come to school with less background knowledge and fewer family supports. Formal schooling, therefore, may present challenges to students living in poverty. Teachers need to recognize these challenges and help students overcome them. In my work consulting with schools that serve a large population of students living in poverty, I have found nine interventions particularly helpful in raising achievement for low-income students.

Assessment validity refers to the accuracy of a score-based inference about a test taker's status. This definition sounds pretty highbrow, but it really isn't. Educators are interested in getting a fix on students' knowledge and skills so they can make sensible instructional decisions about those students. But teachers can't tell how much a particular student knows merely by looking at the student. That's because students' cognitive skills and knowledge are covert. Accordingly, we test students so we can use their overt responses to the test to make an inference about what's covert. Tests aren't valid or invalid; inferences are.

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