Two key assumptions of conventional test design--the compartmentalization of knowledge and the decontextualization of knowing--are false. Because competent performance requires both context and judgment, it is senseless to test for mastery as an unvarying response to unambiguous stimuli. Test-makers must link their tests to the tasks, contexts,…

Based on material prepared for the California Assessment Program, an argument in favor of authentic assessment is presented, and authentic assessment is contrasted with traditional standardized tests. An assessment is authentic when student performance on intellectual tasks is directly examined. Comparatively, traditional assessment relies on…

Assessments should improve performance by providing usable feedback, and should not merely audit it. Problems with educational accountability policies stem from a flawed view of student assessment. Intellectual excellence cannot be obtained via one-time mandated tests composed of proxies for real challenges. Common standards should be developed…