tively by those who have limited psychometric expertise. Research must explore ways that teachers can be assisted in integrating new forms of assessment into their instructional practices and how they can best make use of the results from such assessments. It is particularly important that such work be done in close collaboration with practicing teachers who have varying backgrounds and levels of teaching experience.

This iterative work on new forms of assessment must explore their accessibility to teachers and practicality for classroom use, and their efficiency in large-scale testing contexts. For policy purposes, it is particularly important to study how new forms of assessment affect student learning, teacher practice, and education decision making. Also to be studied are ways that school structures (e.g., length of time of classes, class size, and the opportunity for teachers to work together) impact the feasibility of implementing new types of assessments and their effectiveness. A SERP network of field sites makes the pursuit of such an agenda possible.