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This year’s National Council on Measurement in Education Conference (April 23-26) brought together the brightest in educational assessment, and I couldn’t be prouder of Pearson’s exceptional contributions and sponsorship of this important annual gathering.

Leading Pearson psychometricians, researchers, and assessment professionals participated in an impressive 22 sessions, presentations, and poster discussions, showcasing the curiosity, depth of expertise, and commitment to efficacy that drives our work. 

In reflecting on the event and discussing my impressions with peers, three themes stood out:

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Most states now require K-12 schools to administer assessments beyond federally mandated standardized tests. For example, more than 40 states mandate dyslexia screening. According to a recent survey, at least half of K-12 educators administer formative, benchmark and progress-monitoring assessments.

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Why encouragement matters in learning

Imagine a student who sees a 65% on their test. What does that number teach them? For many students, the answer is: not much. And for too many, that number reinforces a damaging belief—that they’re not good at learning. That’s what we set out to change.

How we communicate learning shapes how students see themselves as learners. Eight years ago, I founded Navvy with a mission: to help teachers teach and students learn in ways that are both successful and healthy. We created a formative classroom assessment system that gives instant feedback that is specific, accurate, and encouraging so students know what they’re learning and how they’re growing.

In K–12 education, students aren’t just learning facts—they’re also learning how to learn. Academic content standards provide the foundation, but thriving as a learner requires:

• Critical thinking and problem-solving
• Perseverance in the face of challenges
• Confidence in their ability to grow

Beyond acquiring knowledge, we want to help students develop a mindset that sets them up for success as lifelong learners—a mindset that values effort, persistence, and self-belief.

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A shared understanding of learning expectations among educators, students, and communities is key to the success of competency-based education models. The process of calibration helps establish the common expectations essential for evaluating students based on what they know and can do, not just on having covered the curriculum over a set time period. 

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Pearson has appointed Trent Workman to Managing Director of Pearson US School Assessment. Trent, formerly Senior Vice President of Pearson US School Assessment, brings nearly two decades of experience in educational assessment, leadership, strategy, and business development to this role. He joined Pearson in 2006.

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The focus on assessment has intensified in K–12 education. With math and reading scores at historic lows, most states have required more assessments. But how well are classroom assessments working? Where are educators seeing success with assessments? Where do they need to improve? What challenges do they face? How is their use of assessments evolving, especially as artificial intelligence (AI) emerges?

A new national survey of K–12 leaders and educators provides answers. Here are the four most important takeaways from the survey. 

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