The Stakes are High

High-stakes standardized tests can fill the brightest students with dread and frustrate the most dedicated educators. ASCD in 2004 issued a position statement calling high-stakes testing "an inappropriate use of assessment."

The problem: High-stakes testing often fails to adequately measure what students know and are able to do. Even the best standardized tests often return results too late for educators to adapt classroom practices in ways that would help students.

What do you think? This ASCD poll offers a chance for you to weigh in on the effect of high-stakes testing on your schools. We invite you tell us more about your experience with high-stakes tests.

Toward Meaningful Assessment

Understanding by Design expert Grant Wiggins recently had this to say about high-stakes testing: "I'm not saying let's get rid of testing. I'm saying that if the only feedback system you have about how you are doing ... is one test at the end of the year that you don't know the results of until summer, that's a dumb system." Wiggins and other argue for formative assessments--ongoing measures of how students perform against learning standards.

The ASCD Annual Conference offers many sessions on assessment. Here are a few that caught our eye:

Saturday, April 1
3:30-4:30 p.m.
Using Data to Guide Instruction and Improve Student Learning
4:45-5:45 p.m.
Making the Connection: When Assessment Informs Instruction, Everybody Wins!
5:15-6:15 p.m.
How Do We Meet the Challenge of Changing Federal Policy?

Sunday, April 2
8:00-9:00 a.m.
Data-Driven Decision Making: Integration of Curriculum Mapping and Assessment
8:00-9:00 a.m.
Authentic Learning: Performance-Based Assessment in Practice
8:00-9:30 a.m.
ASCD Learning and Assessment Network Forum

Monday, April 3
10:30 a.m.-12:00 p.m.
Constructing Assessment Practices to Challenge the Traditions of the Past
10:30 a.m.-12:00 p.m.
Technology Tools for Data-Driven Improvement
2:30-3:30 p.m.
Designing Formative Assessments to Measure Individual Students' Learning Trajectory