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ERIC Number: ED559683
Record Type: Non-Journal
Publication Date: 2014-Oct
Pages: 40
Abstractor: As Provided
Reference Count: 89
A New Era for Educational Assessment. Students at the Center: Deeper Learning Research Series
Conley, David T.
Jobs For the Future
Among education researchers, there is a growing consensus that college and career readiness depends on not just academic knowledge and skills but on a wide range of social and developmental competencies, as well--such as the ability to monitor one's own learning, persist at challenging tasks, solve complex problems, set realistic goals, and communicate effectively in many kinds of settings. Yet, most U.S. schools continue to use standardized achievement tests, focusing exclusively on reading and math, as their primary means of gauging student progress. In this paper--the first in Students at the Center's new Deeper Learning Research Series--David T. Conley, well-known for his influential research on college readiness, argues that the time is ripe for a major shift in educational assessment. State and federal policymakers should reconsider their overreliance on standardized tests, he argues, and they should embrace the use of multiple measures that, in combination, provide much deeper and more useful information about students' readiness to succeed after high school.
Jobs for the Future. 88 Broad Street 8th Floor, Boston, MA 02110. Tel: 617-728-4446; Fax: 617-728-4857; e-mail:; Web site:
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: William and Flora Hewlett Foundation
Authoring Institution: Jobs for the Future
Identifiers - Location: California; Colorado; Kansas; Kentucky; Mississippi; New Hampshire; New York; Ohio; Oregon
Identifiers - Laws, Policies, & Programs: No Child Left Behind Act 2001