Volume I of the Handbook for Assessment in the Service of Learning offers a theoretical and research-grounded vision for transforming educational assessment into a catalyst for learning. Drawing on contemporary learning sciences, measurement theory, and improvement science, the volume is organized into three sections that offer principled design and conceptual frameworks for integrating assessment with teaching and learning; ground assessment in the social, cultural, and developmental nature of how people learn; and examine how emerging technologies like artificial intelligence might enrich balanced assessment practices while upholding technical requirements of validity: fairness, scientific soundness, utility and creditability. Informed by the vision of the Gordon Commission for the Future of Assessment in Education, this volume explores rethinking assessment as an integral component of pedagogy that informs the processes for learning and its improvement over time rather than just a final evaluation of the status of learning achieved. It provides the foundations for building assessment systems that are human-centered, just, and truly in the service of every learner.

Audience

This Handbook is intended for a broad audience, from test developers, assessment researchers, and learning scientists to educators, policy makers, and designers. It is a resource for anyone interested in using assessment to help learners learn. An indispensable resource, it guides policymakers and PreK-12 leaders in shaping the future of assessment, while offering developers and researchers a blueprint for designing and scaling the next generation of assessments for learning.

Handbook for Assessment in the Service of Learning Series Editors

Edmund W. Gordon, Teachers College,Columbia University (Emeritus); Yale University (Emeritus)

Stephen G. Sireci, University of Massachusetts Amherst, Center for Educational Assessment

Eleanor Armour-Thomas, Queens College, City University of New York

Eva L. Baker, University of California, Los Angeles, Center for Research on Evaluation, Standards, & Student Testing (CRESST), School of Education & Information Studies (SE&IS)

Howard T. Everson, Graduate Center, City University of New York

Eric M. Tucker, The Study Group