IF WE ARE finally to connect assessment to school improvement in meaningful ways, we must come to see assessment through new eyes. Our failure to find a potent connection has resulted in a deep and intensifying crisis in assessment in American education. Few elected officials are aware of this crisis, and almost no school officials know how to address it. Our current assessment systems are harming huge numbers of students for reasons that few understand. And that harm arises directly from our failure to balance our use of standardized tests and classroom assessments in the service of school improvement. When it comes to assessment, we have been trying to find answers to the wrong questions. Politicians routinely ask, How can we use assessment as the basis for doling out rewards and punishments to increase teacher and student effort? They want to know how we can intensify the intimidation associated with annual testing so as to force greater achievement. How we answer these questions will certainly affect schools. But that impact will not always be positive. Moreover, politicians who ask such questions typically look past a far more important pair of prior questions: How can we use assessment to help all our students want to learn? How can we help them feel able to learn? Without answers to these questions, there will be no school improvement. I explain why below. School administrators in federal, state, and local education agencies contribute to our increasingly damaging assessment crisis when they merely bow to politicians' beliefs and focus unwaveringly on the question of how to make our test scores go up. To be sure, accountability for student learning is important. I am not opposed to high-stakes testing to verify school quality -- as long as the tests are of Assessment Crisis: The Absence Of Assessment FOR Learning If we wish to maximize student achievement in the U.S., we must pay far greater attention to the improvement of classroom assessment, Mr. Stiggins warns. Both assessment of learning and assessment for learning are essential. But one is currently in place, and the other is not. By Richard J. Stiggins A real voyage of discovery consists not of seeking new landscapes but of seeing through new eyes. -- Marcel ProustPage 1 of 10V.83 No.10 Pages 758-765/June 2002: Stiggins8/5/2005http://www.pdkintl.org/kappan/k0206sti.htmsound quality.1 However, our concern for test scores must be preceded by a consideration of more fundamental questions: Are our current approaches to assessment improving student learning? Might other approaches to assessment have a greater impact? Can we design state and district assessment systems that have the effect of helping our students want to learn and feel able to learn? Furthermore, the measurement community, of which I am a member, also has missed an essential point. For decades, our priorities have manifested the belief that our job is to discover ever more sophisticated and efficient ways of generating valid and reliable test scores. Again, to be sure, accurate scores are essential. But there remains an unasked prior question: How can we maximize the positive impact of our scores on learners? Put another way, How can we be sure that our assessment instruments, procedures, and scores serve to help learners want to learn and feel able to learn? We are a nation obsessed with the belief that the path to school improvement is paved with better, more frequent, and more intense standardized testing. The problem is that such tests, ostensibly developed to "leave no student behind," are in fact causing major segments of our student population to be left behind because the tests cause many to give up in hopelessness -- just the opposite effect from that which politicians intended. Student achievement suffers because these once-a-year tests are incapable of providing teachers with the moment-to-moment and day-to-day information about student achievement that they need to make crucial instructional decisions. Teachers must rely on classroom assessment to do this. The problem is that teachers are unable to gather or effectively use dependable information on student achievement each day because of the drain of resources for excessive standardized testing. There are no resources left to train teachers to create and conduct appropriate classroom assessments. For the same reasons, district and building administrators have not been trained to build assessment systems that balance standardized tests and classroom assessments. As a direct result of these chronic, long-standing problems, our classroom, building, district, state, and national assessment systems remain in constant crisis, and students suffer the consequences. All school practitioners know this, yet almost no politicians do. We know how to build healthy assessment environments that can meet the information needs of all instructional decision makers, help students want to learn and feel able to learn, and thus support unprecedented increases in student achievement. But to achieve this goal, we must put in place the mechanisms that will make healthy assessment possible. Creating those mechanisms will require that we begin to see assessment through new eyes. The well-being of our students depends on our willingness to do so. The Evolution of Our Vision of Excellence in Assessment The evolution of assessment in the United States over the past five decades has led to the strongly held view that school improvement requires: zthe articulation of higher achievement standards, zthe transformation of those expectations into rigorous assessments, and zthe expectation of accountability on the part of educators for student achievement, as reflected in test scores. Standards frame accepted or valued definitions of academic success. Accountability compels attention to these standards as educators plan and deliver instruction in the classroom. Assessment provides the evidence of success on the part of students, teachers, and the system.Page 2 of 10V.83 No.10 Pages 758-765/June 2002: Stiggins8/5/2005http://www.pdkintl.org/kappan/k0206sti.htmTo maximize the energy devoted to school improvement, we have "raised the bar" by setting world-class standards for student achievement, as opposed to minimum competencies. To further intensify the impact of our standards and assessments, policy makers often attach the promise of rewards for schools that produce high scores and sanctions for schools that do not. In this