This report argues that large-scale assessment has changed little over the last two decades, despite increased demands on testing. The report outlines what the demands are and might come to be and offers a glimpse into the future of the testing enterprise at different stages of change and reinvention. The article states that “large-scale assessment must change in the most fundamental ways, for nothing short of reinvention will prepare it to meet the dramatically different demands it will soon face.”
This report considers how large-scale assessment functions by using three-generation testing as a model. The report argues that educators have failed to follow recommendations of the conception of assessments as resources for guiding learning.