In this paper, we discuss the importance of redesigning large-scale assessment systems to better support one of the most important functions of the public school system—cultivating informed and engaged citizens. By “large-scale assessment systems,” we mean any approach that combines results from multiple sources of data collected from large, defined populations in a consistent and structured manner to capture information about different aspects of performance or learning opportunities.
Systems like these can be more than just measurements; they can be agents of positive change. By gathering these kinds of information, states and districts can send important signals about what matters, understand what is and isn’t working, and step up with funding, technical assistance and other supports that better enable schools to do the work that society values.
This paper does not argue for incorporating civics assessment into the state accountability systems required by federal legislation, nor does it call for major overhauls to existing large-scale assessment systems. Instead, it offers guidance to support relatively small modifications that could help raise the salience of civic goals and generate data to monitor progress toward those goals. The paper:
- Calls for collaboration on a more civically oriented approach to large-scale assessment systems
- Makes the case for more emphasis on civic learning in K-12 schools
- Elaborates on the definition of civic learning
- Discusses the importance of large-scale assessment systems
- Provides a brief overview of the current landscape of large-scale assessments in civics
- Offers policy recommendations for local and state education agencies
- Discusses likely challenges and ways to overcome them
