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As often as the phrase “personalized learning” comes up in K-12 education, the term remains misunderstood. Assessment and instruction must be connected. But right now, they’re not. Pearson’s new national survey reveals that 62% of K-12 leaders and educators believe it is important to personalize instruction based on assessment results. Yet only 37% strongly agree that they can do so. 

Similarly, just 38% say their assessments let them pinpoint student needs; 44% say assessments measure students’ progress toward specific learning targets; and 46% say they have the flexibility to assess students at the right point in their learning journey. 

Fortunately, there are multiple ways K-12 leaders can overcome these gaps and strengthen personalized learning.

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Experience the full power of academic and behavioral support with simple, affordable licensing

Finding the right academic assessment tool can be a balancing act for smaller school districts. You need powerful data, user-friendly tools, and a pricing model that makes sense. That’s exactly why we created two options built specifically for smaller districts.

aimswebPlus™ Unlimited – Academic screening and progress monitoring

Review360® Unlimited – Behavior, social wellness, and Tier 2/3 intervention support

Together, these Unlimited solutions offer the full range of tools your district needs — without per-student pricing or hidden costs.

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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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Did you know that nearly three-quarters of K-12 leaders and educators say they already use artificial intelligence (AI) or plan to deploy it soon? A new national survey finds this information, among other data, a surprise for many observers of K-12 education.

So much of the debate around AI in education has focused on concerns about its use. More than a year after generative AI tools became publicly available, most teachers had yet to use AI in the classroom.

However, most K-12 leaders and educators are embracing AI-powered tools in one area, at least: classroom assessments.

This finding prompts two questions:

1. Why are educators turning to AI for assessments when they’ve hesitated otherwise?
2. Can AI deliver on educators’ expectations?

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K-12 leaders and educators need help with assessments, according to findings from a new survey we conducted with K-12 Dive’s studioID.

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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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