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Student Created Rubrics: Ask students to contribute to the creation of a rubric that defines success. A reading response task, a multi-modal presentation, or a group discussion leads to higher levels of learning when students are included in defining success. Learning Contract: Ask students to create and agree to a learning contract at the beginning of a unit. The learning contract can define the learning goals, the "photo album" of evidence of learning, and agreed upon activities. At numerous times during the unit, ask students to revisit the contract, record new learning or muddy points and to get feedback from you or other peers. Muddy Point Board: Designate an area in the room or a board for students to pin questions, muddy points, or topics they'd like the class to revisit. Asking students to periodically pick a question or comment from the board to discuss can build student ownership of learning.

Student Created Rubrics: Ask students to contribute to the creation of a rubric that defines success. A reading response task, a multi-modal presentation, or a group discussion leads to higher levels of learning when students are included in defining success. Learning Contract: Ask students to create and agree to a learning contract at the beginning of a unit. The learning contract can define the learning goals, the "photo album" of evidence of learning, and agreed upon activities. At numerous times during the unit, ask students to revisit the contract, record new learning or muddy points and to get feedback from you or other peers. Muddy Point Board: Designate an area in the room or a board for students to pin questions, muddy points, or topics they'd like the class to revisit. Asking students to periodically pick a question or comment from the board to discuss can build student ownership of learning.

Student Created Rubrics: Ask students to contribute to the creation of a rubric that defines success. A reading response task, a multi-modal presentation, or a group discussion leads to higher levels of learning when students are included in defining success. Learning Contract: Ask students to create and agree to a learning contract at the beginning of a unit. The learning contract can define the learning goals, the "photo album" of evidence of learning, and agreed upon activities. At numerous times during the unit, ask students to revisit the contract, record new learning or muddy points and to get feedback from you or other peers. Muddy Point Board: Designate an area in the room or a board for students to pin questions, muddy points, or topics they'd like the class to revisit. Asking students to periodically pick a question or comment from the board to discuss can build student ownership of learning.

The Common Core State Standards and accompanying K-12 assessments have recently sparked a fierce national backlash against testing. Sound educational testing and assessment are integral to good teaching and learning in classrooms and necessary for evaluating school performance and assuring quality in education. Rather than throw the baby out with the bathwater, I propose a more considered, "mend, not end" approach to testing, assessment, and accountability in America's schools, with validity at the forefront of the conversation.

Mending begins with understanding that most commercial standardized tests are designed to serve particular purposes well, for particular populations, and can support only particular decisions at best. To uphold validity principles in practice, it is worthwhile to ask: Are we using the test for the originally intended purpose, or for another purpose that taxes the tool beyond its technical limits? Multi-purposing a test indiscriminately is not a good idea from a validity standpoint, despite its efficiency.