Make Assessment Work for All Students: Multiple Measures Matter
Key stakeholder insights to shape the future of K-12 assessment and maximize academic growth and achievement for all students.
Educational assessments are powerful tools that can provide valuable feedback to teachers and students. But they are also at the center of political debates, particularly as the nation transitions to new laws and rules under the Every Student Succeeds Act (ESSA).
Ideally, education policy is informed by the voices of the most affected by it, but all too often those voices seem to go unheard.
Make Assessment Work for All Students: Multiple Measures Matter, a report by Gallup and Northwest Evaluation Association, provides an opportunity to hear from these stakeholders by examining student, parent, teacher, principal and superintendent perceptions of assessment.
As the largest and most comprehensive research effort on this topic to date, this report can help inform the dialogue on how K-12 assessment evolves, and can provide key insights to aid in the implementation of ESSA.
of parents say their child's teachers rarely or never discuss their child's assessment results with them.
The majority of principals, and nearly50%
of superintendents, are not yet familiar with essa.
More than7 in 10
teachers, principals and superintendents say students spend too much time taking assessments.¾
of students and more than½
of parents believe students spend the right amount of time or too little time taking assessments.
Teachers are not anti-assessment: they are most interested in multiple measures.
Gallup and NWEA's Make Assessment Work for All Students: Multiple Measures Matter report harnesses data around education's common goal: maximizing academic growth and achievement for all students. It includes current and important stakeholder insights about assessments from the voices that matter.
Download this report to learn:
- What do educators, parents and students think about each different kind of assessment?
- How do stakeholders perceive assessments are currently being used?
- How should assessments ideally be used?
- How much value do different groups attach to assessments?
- What do students think about the time spent on assessments?
- What can be done to create opportunities for discussion and action on education policy?