In The Promise and Practice of Next Generation Assessment , David T. Conley presents the case for a new, comprehensive system of assessment using different measurements for different purposes. Changes in the purposes of education, he argues, demand forms of assessment that go beyond merely ranking students to supporting the ambitious aim of helping all students meet career and college readiness goals.   Conley describes the interplay between assessment and learning, and shows how “next generation” approaches can produce results that are more effective in informing classroom instruction. Acknowledging the complexity and limitations of many of these novel approaches, he suggests that rather than relying on a system built on a single measure—high-stakes, multiple-choice tests—what is needed is a system that draws on a more diverse portfolio of personalized assessments. Conley provides several examples of programs, schools, and districts that are piloting next generation approaches, and describes the opportunities and implementation challenges involved in making this shift.   With decades of experience in learning and assessment, Conley outlines how next generation models can support ambitious learning for all students.   " The Promise and Practice of Next Generation Assessment by David Conley is an ambitious text that tackles the why, what, and how of next generation assessment." — Emilie Reagan ,  Teachers College Record " The Promise and Practice of Next Generation Assessment is an excellent resource for stakeholders who are committed to improving assessment of all kinds." — The Journal of Educational Research In The Promise and Practice of Next Generation Assessment , David T. Conley presents the case for a new, comprehensive system of assessment using different measurements for different purposes. Changes in the goals of education, he argues, demand forms of assessment that go beyond merely ranking students to supporting the ambitious aim of helping all students meet career and college readiness goals. In his book, Conley describes the interplay between assessment and learning, and shows how "next generation" approaches can produce results that are more effective in informing classroom instruction. Acknowledging the complexity and limitations of many of these novel approaches, he suggests that rather than relying on a system built on a single measure--high-stakes, multiple-choice tests--what is needed is a system that draws on a more diverse portfolio of personalized assessments. With decades of experience in learning and assessment, Conley outlines how next generation models can support ambitious learning for all students. "David Conley lucidly explains how current and next generation assessments can be coalesced to benefit our students." --W. James Popham , professor emeritus, University of California, Los Angeles "David Conley seeks to provoke a much-needed dialogue about the assessments we need, how they differ from assessments that dominate the educational landscape, and why change is needed. If assessment is to serve as a positive force for educational improvement, then policy makers, practitioners, and researchers need to pay serious attention to Conley's ideas and principles about next generation assessment." --James W. Pellegrino , codirector of the Learning Sciences Research Institute, University of Illinois at Chicago David T. Conley is a professor emeritus of educational policy and leadership and director of the Center for Educational Policy Research in the College of Education at the University of Oregon. David T. Conley is Professor of Educational Policy and Leadership in the College of Education at the University of Oregon, where he directs the Center for Educational Policy Research. He is the founder and president of EdImagine, an educational strategy consulting company. Additionally, he founded and served for twelve years as CEO of the Educational Policy Improvement Center (EPIC). He recently completed an appointment as Senior Fellow for Deeper Learning with the Hewlett Foundation. Dr. Conley is a national thought leader in the areas of college and career readiness, student ownership of learning, systems of assessment, and educational accountability. He has published multiple articles and policy briefs as well as three books in these areas. He has served as a member of the Smarter Balanced Technical Advisory Committee and is a founding board member of New Meridian Corporation, managers of the PARCC assessment, where he also chairs its steering committee. Previously, he cochaired the Validation Committee for the Common Core State Standards. He has conducted major research studies for the SAT, Advanced Placement, International Baccalaureate, and the National Assessment of Educational Progress and has worked with a range of state educational agencies at both the K–12 and higher education levels. He has recently studied “hard-to-measure” skills including so-cal