If you’ve ever wondered what it would take to make assessment systems more useful and meaningful, start by asking the people who experience them every day.
That’s what Smarter Balanced did in its newest strategic planning process.
As the facilitators of this work, we at Marzano Research saw firsthand what can happen when you center real voices not as an afterthought, but as a foundation.
Early in the process, the Smarter Balanced Assessment Consortium prioritized feedback from teachers. Their insights helped guide and validate technical direction. Then, the Consortium went one step further, creating space for students to share their experiences with assessments across grade levels, backgrounds, and states.
It wasn’t always easy. Student feedback is honest. Sometimes, it challenges assumptions. But that’s the point.
“I want assessments that show how I think, not just what answer I pick,” said one student.
Another added, “I wish tests told me more about what to do next, not just what I got wrong.”
Research shows that engaging students in their own learning increases motivation, ownership, and performance, especially when they can see a connection between assessment and progress (Mitra, 2004; Toshalis & Nakkula, 2012).
Similarly, teachers who are empowered to use assessment tools as part of their instructional cycle are more likely to personalize instruction and act on student needs (Black & Wiliam, 1998).
That’s the heart of this strategic plan. It’s about relevance as well as innovation.
The Smarter Balanced 2025-2030 Strategic Plan focuses on building a better system by involving the people who rely on it most. As one of the core goals states: “Create questions and content that connect with students’ interests and let them show what they know and can do.”
We’re proud to have helped bring this vision to life, as both researchers and as partners committed to an education system that learns from the people in it.
Because the future of assessment is smarter – and more human.
Sources
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.
https://doi.org/10.1080/0969595980050102
Mitra, D. L. (2004). The significance of students: Can increasing “student voice” in schools lead to gains in youth development? Teachers College Record, 106(4), 651–688.
https://doi.org/10.1111/j.1467-9620.2004.00354.x
Toshalis, E., & Nakkula, M. J. (2012). Motivation, engagement, and student voice. The Students at the Center Series, Jobs for the Future. https://studentsatthecenterhub.org/resource/motivation-engagement-and-student-voice/
