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Reframing the Assessment Problem

A guest post by Trey Duke RTI and Instructional Technology Coordinator for Rutherford County Schools, Tennessee Imagine Learning publishes guest posts to stimulate conversations about K-12 education across the country. Opinions expressed herein are those of the individual author and may not necessarily reflect the official opinion of Imagine Learning.   FreeImages.com/David Hartman In the world of education, there are often cries for more—more technology, more resources, more parental involvement. These cries for more are well-intentioned and usually justified. However, one thing you never hear a rallying cry for is more assessments. In fact, one could state that over the past few years, "assessment" has become a bad word among teachers and parents. Various community groups and educational agencies see assessments as a waste of class time, as well as a method of turning our students into lifeless spreadsheets of data. This cry reached a pinnacle last year when President Obama's administration called on Congress to look at over assessment of students while working on the new ESSA law.
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