Reimagining Balanced Assessment Systems

New Volume

Reimagining Balanced Assessement Systems

About This Project

This project explores the history of balanced assessment systems and reimagines balanced assessment systems that center equitable classroom learning environments. In doing so, it provides guidance to state and local educational agencies, as well as schools and teachers, regarding how to:

(1) Foster and maintain a culture of productive assessment use to improve ambitious and equitable teaching and learning at the classroom level;

(2) Design policy, professional learning, and other local systems necessary to implement balanced assessment systems; and

(3) Implement processes to use aggregate data to continually improve the assessment system itself to better serve all students, especially those most disenfranchised.

In addition to the published volume, the steering committee, in consultation with stakeholders, continues to develop guidance documents and summaries for specific stakeholder groups.



  • James Pellegrino (Co-Chair)
    University of Illinois Chicago
  • Scott Marion (Co-Chair)
    The National Center for the Improvement of Educational Assessment
  • Linda Darling-Hammond
    Learning Policy Institute and Stanford University
  • Edward Haertel
    Stanford University
  • Jennifer Randall
    University of Michigan
  • Lorrie Shepard
    University of Colorado
  • James Spillane
    Northwestern University
  • Guillermo Solano-Flores
    Stanford University
  • Jonathan Supovitz
    University of Pennsylvania


Amy Berman, Deputy Director

The project and research is supported by funding from Smarter Balanced/University of California Santa Cruz. The opinions expressed are those of the NAEd and authors and do not represent views of Smarter Balanced/University of California Santa Cruz.

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