Yes. New tests may be needed, and old tests may need to be changed. Most current math tests, whether standardized achievement tests or classroom quizzes, address only a fraction of math proficiency—usually just the computing strand and simple parts of the understanding and applying strands. Teachers need tests and other assessment procedures that let them gauge how far students have come along in all five proficiency strands. Furthermore, instead of taking time away from learning, these instruments should allow students simultaneously to build and exhibit their proficiency.