10 PRINCIPLES FOR BUILDING
A HIGH-QUALITY SYSTEM
OF ASSESSMENTS
,IN JOINING TOGETHER,
we underscore our belief that if states and districts implement the
enclosed ten principles for building and evolving a high-quality system
of assessments, they will be taking impactful and much needed steps
to bridge from current over-burdensome and incomplete assessment
practices and policies to a system that puts each and every student’s
learning at the center. Together, these principles lay out a vision for
systems focused on continuous improvement and the full array of
knowledge, skills, and behaviors needed for each student to succeed
beyond high school, in the workplace, and throughout life. While
individually our organizations and efforts may emphasize different
principles, collectively we share the goal of advancing equity in college,
career, and civic readiness. As such, we stand ready to support states,
districts, schools, and their communities in working toward building and
evolving systems that embrace all ten principles to foster high-quality
systems of assessments for all students.
2Revolutions Great Schools Partnership
Achieve iNACOL
Alliance for Excellent Education Jobs for the Future
Heidi Andrade, EdD, Associate KnowledgeWorks
Professor, Educational Psychology
and Methodology, University at Learning Forward
Albany School of Education
Learning Policy Institute
Center for Collaborative Education
MHA Labs
Center for Curriculum Redesign
National Association of State Boards
David T. Conley, PhD, Professor and of Education
Director, Center for Educational
Policy Research, University of Oregon, National Center for Learning
President, EdImagine Disabilities
EducationCounsel Stanford Center for Assessment,
Learning and Equity at the Stanford
Envision Learning Partners University Graduate School of
Education
To add your organization’s name to the 10 Principles signatories, please contact
Maureen O’Connell at .
, 10 PRINCIPLES
for Building a High-Quality System of Assessments
ONE T WO THREE
Capture the array of Balance assessment Advance equity and
knowledge, skills, and of learning with be inclusive of and
behaviors needed for assessment for and accessible to all
college and career as learning through a students
readiness comprehensive set of
(i.e., deeper learning) tasks and measures
FO U R F IV E S IX
Build educator and Align assessments to Convey clear, coherent,
school capacity for support learning and and continuous data on
designing and using avoid duplication of student learning
assessments testing
SEV EN E IG H T NINE
Include meaningful, Encourage cycles of Employ high standards
ongoing input and review, calibration, of coherence, validity,
collaboration from and continuous reliability, and fairness
local communities and improvement
diverse stakeholders of assessments
in the development individually and as a
and continuous collective system TE N
improvement of the Protect data privacy
system
A HIGH-QUALITY SYSTEM
OF ASSESSMENTS
,IN JOINING TOGETHER,
we underscore our belief that if states and districts implement the
enclosed ten principles for building and evolving a high-quality system
of assessments, they will be taking impactful and much needed steps
to bridge from current over-burdensome and incomplete assessment
practices and policies to a system that puts each and every student’s
learning at the center. Together, these principles lay out a vision for
systems focused on continuous improvement and the full array of
knowledge, skills, and behaviors needed for each student to succeed
beyond high school, in the workplace, and throughout life. While
individually our organizations and efforts may emphasize different
principles, collectively we share the goal of advancing equity in college,
career, and civic readiness. As such, we stand ready to support states,
districts, schools, and their communities in working toward building and
evolving systems that embrace all ten principles to foster high-quality
systems of assessments for all students.
2Revolutions Great Schools Partnership
Achieve iNACOL
Alliance for Excellent Education Jobs for the Future
Heidi Andrade, EdD, Associate KnowledgeWorks
Professor, Educational Psychology
and Methodology, University at Learning Forward
Albany School of Education
Learning Policy Institute
Center for Collaborative Education
MHA Labs
Center for Curriculum Redesign
National Association of State Boards
David T. Conley, PhD, Professor and of Education
Director, Center for Educational
Policy Research, University of Oregon, National Center for Learning
President, EdImagine Disabilities
EducationCounsel Stanford Center for Assessment,
Learning and Equity at the Stanford
Envision Learning Partners University Graduate School of
Education
To add your organization’s name to the 10 Principles signatories, please contact
Maureen O’Connell at .
, 10 PRINCIPLES
for Building a High-Quality System of Assessments
ONE T WO THREE
Capture the array of Balance assessment Advance equity and
knowledge, skills, and of learning with be inclusive of and
behaviors needed for assessment for and accessible to all
college and career as learning through a students
readiness comprehensive set of
(i.e., deeper learning) tasks and measures
FO U R F IV E S IX
Build educator and Align assessments to Convey clear, coherent,
school capacity for support learning and and continuous data on
designing and using avoid duplication of student learning
assessments testing
SEV EN E IG H T NINE
Include meaningful, Encourage cycles of Employ high standards
ongoing input and review, calibration, of coherence, validity,
collaboration from and continuous reliability, and fairness
local communities and improvement
diverse stakeholders of assessments
in the development individually and as a
and continuous collective system TE N
improvement of the Protect data privacy
system
