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The article discusses educational testing as used in U.S. schools since the passage of the No Child Left Behind Act (NCLB). It notes that since then, testing has increased and data from the tests are used to make decisions about individual students, groups, programs and resource allocation. It raises the question of whether the hours sacrificed to testing will yield requisite benefits. Keys to assessment quality are presented including clarity of purpose, clear learning targets, and sound design. Keys to balance in an assessment system are presented in a chart which shows learning targets, such as knowledge mastery, reasoning proficiency and skills, and assessment methods, which includes selected response, extended written response and performance assessment.

Examines how school leaders and assessment specialists in the U.S. have been working to deal with the inadequacies of current testing methods and make assessments more helpful. Use of formative assessment as opposed to summative assessment; More frequent testing; Effective data management; Assessment for learning. INSET: Keys to Assessment..

The article discusses how the use of educational assessments can increase self-efficacy in elementary school students. The author comments on how assessments can impact the self image of students and suggests that academic success and failures can reinforce students' attitudes regarding their learning abilities. He suggests that teachers allow students to participate in the assessment process by establishing clear learning goals and presenting samples of student work. Teachers should provide students with productive feedback, encourage self-assessment and aid students to improve upon their work and reflect on changes in their academic achievements. He suggests assessment instruction should be included in teacher training programs.

Offers a look at education assessment, student achievement standards, and educational accountability in the United States. Discussion of assessments that could help students learn more; History of the introduction of various assessments including standardized college-admissions testing; Comments made regarding President George W. Bush's federal education law; Principles of assessment for learning; Importance of assessment training for teachers.

The article discusses efforts to improve the quality of school testing systems and educators need better understand the principles of formative assessment called assessment literacy. Topics discussed include the methods of assessment as educational measurement, instructional practices, and student learning accomplishments.

The author focuses on the flaws of educational assessment methods in the U.S. One problem is that annual assessments are not sufficient to judge educational effectiveness and that classroom assessment has been overlooked. Educators are not properly trained in understanding test scores in such a way as to alter curriculum or practice to improve scores.