![handle is hein.cow/anamacp0683 and id is 1 raw text is: What Use Is
Educational
Assessment?
By
AMY I. BERMAN,
MICHAEL J. FEUER,
and
JAMES W. PELLEGRINO
Keywords: educational systems; test-based evidence;
assessment costs and benefits; education
policy; accountability; systems monitoring;
student placement; classroom assessment;
digital learning
W ith testing and assessment1 a fixture of
. American education since the mid-
nineteenth century, the title for this volume
may be puzzling. Is it possible that we have
been relying on a complex and evolving set of
methods and metrics for the assessment of
teaching, learning, and schooling for this long
without having a clear and accepted under-
standing of its uses? Cynics might take the
question as affirmation of failure in policy and
politics: another instance of technology run
amok without adequate public understanding
or approval. Indeed, people agitated by the
increasing and questionable role of test scores-
to assess learning and achievement, to influ-
ence curriculum and instruction, to hold
students and their teachers accountable for
results, to guide decisions about placement at
various levels of education, and to inform
Amy I. Berman is the deputy director of the National
Academy of Education and a doctoral candidate at the
George Washington University. She holds a JD from
Harvard and has worked in civil rights compliance in
two federal agencies. Her current research and teach-
ing focus on legal, policy, and equity-related issues in
education.
Michael J. Feuer is dean and professor of education
policy at the Graduate School of Education and Human
Development of The George Washington University
and immediate past president of the National Academy
of Education. He was founding director of the National
Aalemies Board on Testing and Assessment and has
wrilen extensively on the economics of education,
intennational comparisons, and education policy.
Correspondence: aberman@naeducation.org
DOI: 10.1177/0002716219843871
ANNALS, AAPSS, 683, May 2019
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