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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.

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. 

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.

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. 

K-12 schools across the country administer a range of student assessments. But a new survey of K-12 educators reveals a troubling gap between assessment and instruction. 

"When we understand each assessment's purpose, we unlock the power of personalized instruction, have deeper conversations about student growth, and paint a more complete and accurate picture of achievement." 

– Kirsten Baesler, North Dakota State Superintendent of Education