ABSTRACT
The Next Generation Science Standards (NGSS Lead States, 2013), which highlight a blending of knowledge and practice, provide an exciting opportunity to re-examine the very nature of assessment and its role throughout our educational system (Heritage, 2010; Pellegrino, 2013). As we consider how to measure deep learning and seek to foster it within the classroom, we must also think about how the entire system of assessment—from the classroom to large scale testing—can contribute rich information about what and how students are learning. Efforts are currently underway at the national level to create a more coherent and coordinated technology assisted system of assessment. However, the plan seems to be predominantly “top down” and does not incorporate classroom level assessment. Nevertheless, if our long term intention is (as we hope) to become a “learning” educational system (i.e., adaptable, flexible, responsive to changing needs and constraints), then all levels of the system need to be actively involved.
