States are rethinking their K-12 testing models. The reasons are multifaceted. While achievement tests can tell you how well a student memorizes facts and absorbs information, they do not show how the students solve problems and think creatively. Such “achievement tests” might demonstrate what students have learned in the classroom, but they are typically biased by curriculum, teacher effectiveness, classroom environment and even test prep. These biases can skew a full picture of what any given student is capable of and can lead to missing out on marginalized students who possess impressive aptitude despite a lack of resources.
“We often think performance is the same as ability and vice versa,” notes Dash Weerasinghe, senior executive director of assessment, research and program evaluation for the Plano Independent School District in Texas. “However, since much of performance is English-centric, a lot of our English language learners or economically disadvantaged students may not necessarily demonstrate high performance."