The focus on assessment has intensified in K–12 education. With math and reading scores at historic lows, most states have required more assessments. But how well are classroom assessments working? Where are educators seeing success with assessments? Where do they need to improve? What challenges do they face? How is their use of assessments evolving, especially as artificial intelligence (AI) emerges?
A new national survey of K–12 leaders and educators provides answers. Here are the four most important takeaways from the survey.
1. Educators use a range of assessments — but have questions about effectiveness
At least two-thirds of those surveyed say they give formative assessments (69%), teacher-created assessments (67%) and progress-monitoring assessments (66%). More than half (53%) use interim/benchmarking assessments.
But even fewer respondents say their tools are “very effective” at measuring students’ understanding of content:
- Assessments for formative use: 46%
- Teacher-created assessments: 45%
- Progress-monitoring assessments: 39%
- Interim/benchmarking assessments: 38%
- State-mandated summative assessments: 29%
2. Time is the biggest challenge educators face with assessments
High-quality assessment systems help teachers identify students’ needs and tailor instruction accordingly. But the survey shows that educators' No. 1 pain point is that assessments take up too much class time. More than two out of five of respondents always or often encounter this problem.
And staff shortages only add to the problem. Nearly a quarter of those surveyed say they always or often lack enough staff to administer assessments. As K–12 educators have the highest burnout rate of any industry, it’s crucial for school leaders to find ways to ease their assessment burden.
3. School leaders need to close assessment gaps
The survey reveals sizable gaps between the assessment qualities educators say are "very important" and their actual capabilities:
| Assessment quality | % who say this is “very important” | % who strongly agree they have this capability | Differential |
|---|---|---|---|
| Classroom teachers can easily access the assessment results | 71% | 55% | -16% |
| We can measure students’ progress toward specific learning targets | 70% | 44% | -26% |
| Assessment data is easy to understand | 66% | 42% | -24% |
| Assessment tools allow educators to pinpoint student needs | 65% | 38% | -27% |
| We can personalize instruction based on assessment results | 62% | 37% | -25% |
| We have the flexibility to give assessments at the right point in a student’s learning journey | 63% | 46% | -17% |
4. AI is making assessment more efficient and effective
Much of the debate about AI in education has centered on its potential risks. But, according to the survey, leaders and educators have become bullish on using AI to help with assessments.
Some 72% of those surveyed say they’re already using AI or are considering using it soon to improve assessment. Educators want tools that can help them manage their time and focus on instruction. About half of respondents identify the following AI features as “very valuable”:
- Reducing educator time spent studying assessment data by providing AI-driven insights: 51%
- AI scoring of open-ended responses: 47%
- Generating assessment questions: 46%
- Suggestions for teachers on what to do following an assessment: 45%
And those already using AI with assessments like the results. Nearly all report that the AI features are very or somewhat effective. About two-thirds of respondents say the following features are “very effective”:
- AI scoring of open-ended questions: 67%
- Suggestions for teachers on what to do next following an assessment: 67%
- Generating assessment questions: 62%
Insights for better assessment outcomes
The full survey includes even more insights for K–12 leaders. Amy Reilly, Pearson’s vice president for innovative assessment solutions, appreciates educators’ growing willingness to incorporate AI. But she cautions school leaders that AI is not a panacea.
“Whether you’re using a generative AI tool to create assessment content yourself or using a vendor that has relied on AI, you need humans to review the content before it reaches students,” says Reilly. “You need assessment tools that are grade-level appropriate, are built on data and a sound measurement model, and provide valid and reliable data at granular levels.”
AI can help make assessment more efficient and more effective. Ultimately, though, school leaders need high-quality, comprehensive and cohesive assessment systems.