the lead. We should offer waivers to
schools and educators participating in
these initiatives to use new summative
and formative assessment practices. We
also need a plan to evaluate and scale
these assessments up along the way,
starting with small pilots in a few
schools, with incentives to build
demand so that successful ideas reach
more students in more districts and
become worthy alternatives to current
New technologies offer us the opportunity to plot a course that maintains
accountability goals but encourages
significant innovation and prioritizes the
use of technology-enabled assessments—not just for automation, but for
substantive improvements in student
Author’s note: This article is based on
Education Sector’s 2009 report Beyond the
Bubble: Technology and the Future of Student
Assessment, available at www.educationsector
Bausell, C. V. (2008, March 27). Tracking
U.S. trends. Education Week.
Bennett, R. E., & Gitomer, D. H. (in press).
Transforming K– 12 assessment. In C.
Wyatt-Smith & J. Cumming (Eds.),
Assessment issues of the 21st century. New York:
Cuban, L. (1996, October 9). Techno-reformers and classroom teachers.
Koretz, D., McCaffrey, D. F., Klein, S. P., Bell,
R. M., & Stecher, B. M. (1992). The reliability of scores from the 1992 Vermont Portfolio Assessment Program. Santa Monica,
CA: RAND Corporation.
Mislevy, R. J., Steinberg, L. S., Almond, R. G.,
Haertel, G. D., & Penuel, W. R. (2000).
Leverage points for improving educational
assessment (CSE Technical Report). Los
Angeles: University of California Graduate
School of Education and Information
When it comes to helping every student learn and actually
understand math, Carnegie Learning has some pretty
impressive statistics. Right now we’re successfully working
with more than 500,000 students in 2,600 schools in urban,
suburban and rural districts across the nation. From core and
supplemental instruction to intervention.
The reason Carnegie Learning has been so effective is
because our unique Cognitive Tutor® software dynamically
adapts to each student in real-time, allowing them to move
forward only when they’ve actually mastered the math concept
at hand. In fact, in ten out of twelve independent experimental
research studies, we’ve consistently shown significant
improvement on student learning. So give us a call or visit us
online. You’ll discover that your students can do more than just
pass a test.
They can actually learn math.
Bill Tucker is Managing Director at
Education Sector; btucker@education
Call 1-888-851-7094 or read about our success stories at www.carnegielearning.com/ASCD09