This report includes three papers that address critical "next generation" issues in assessment policy that can help to guide the choices made about system design: computer adaptive assessments, assessment of English learners and assessing science. None of these topics has received the attention that it deserves in the current debate on assessment policy. These three papers cannot provide a definitive or comprehensive plan for the next generation of assessments, but they do describe some of the critical attributes of a better system. The common conclusion in all three papers is that assessment policy will have to take full advantage of new technologies to provide useful and timely information to students and teachers about the quality and effectiveness of teaching and learning. These papers are: (1) Computerized Adaptive Assessment (CAA): The Way Forward (Mark D. Reckase); (2) Strengthening Assessment for English Learner Success: How Can the Promise of the Common Core Standards and Innovative Assessment Systems Be Realized? (Robert Linquanti); and (3) Next Generation Assessments for Measuring Complex Learning in Science (Jody Clarke-Midura, Chris Dede and Jill Norton). A glossary of key assessment terms is included. Individual papers contain figures, footnotes, references and appendices. [This report was produced by the RENNIE CENTER for Education Research & Policy.]