Volume II of the Handbook for Assessment in the Service of Learning moves from foundational principles to the conceptual tools and methods needed to build assessment systems that actively improve, not just measure, learning. Section I offers frameworks for learner‑centered assessment—foregrounding formative practice, self‑regulated learning, personalization and equity, validity, and social justice—so that technical quality and justice are co‑equal design imperatives. Section II translates these ideas into practice: game‑based learning, educative portfolios, dynamic learning maps, culturally and linguistically responsive co‑design, redesigned score reporting, and analyses of learner–system interactions that turn digital traces into actionable evidence. Volume II of this Handbook for Assessment in the Service of Learning provides blueprints and validation guidance to inform assessment systems that support learners—bridging Volume I’s foundations to Volume III’s examples. It also advanced the series’ proposition that assessment, teaching, and learning are inseparable.

Audience

This Handbook is intended for a broad audience, from test developers, assessment researchers, psychometricians, 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, Cetner 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