A Counselor’s Perspective on Testing: Measuring What Truly Matters
I didn’t start my career expecting to work in school assessment; however, my background in psychology and counseling led me to a job as a school counselor, where I quickly realized just how much accountability and testing impact both students and educators.
That realization took me further into assessment coordination at the district level, and today I work to ensure schools have the tools they need to track student progress effectively. My career has been shaped by one fundamental belief: assessment should be used to support learning, not just measure it.
How Accountability Has Evolved
When I started in education, assessment and accountability were already a big part of the system, but the expectations have shifted dramatically. The focus has evolved from simply passing a test to a more holistic approach—measuring student growth over time. This is a positive change. It acknowledges that students start at different levels and that true progress isn’t always about a single score, but rather how much a student has improved.
At its core, assessment should be a tool for measuring growth, not a punitive measure.
But I understand why it often feels like the latter. In my conversations with educators, I hear the exhaustion that comes with standardized testing and accountability pressure. Parents and students feel it too. There’s a delicate balance between gathering the data we need to ensure students are learning and avoiding over-testing to the point of burnout.
The Challenge of State Accountability Systems
While the principles of accountability remain similar across states, the execution varies widely. Texas, for example, has long been focused on standardized testing and has incorporated student growth measures into its accountability system. Florida, on the other hand, has implemented multiple progress monitoring checkpoints throughout the year. In states like Ohio, Tennessee, and South Carolina, assessment plays a key role in school ratings, student performance metrics, and, to varying degrees, educator evaluations, with each state implementing its own approach to accountability.
Despite these differences, one truth remains: schools are under pressure to deliver results. But those results should not come at the expense of student well-being or a teacher’s ability to provide meaningful instruction.
Formative Assessment and Progress Monitoring: A Better Approach
One of the most promising shifts in education is the growing emphasis on formative assessment and progress monitoring. Instead of waiting until the end of the year to see if students meet expectations, progress monitoring allows educators to track learning throughout the year.
Think about it like a doctor’s checkup. You don’t wait until a patient is critically ill to assess their health—you monitor vitals regularly, adjust as needed, and ensure they stay on track. Education should be the same way. If we can identify learning gaps early, we can intervene before students fall behind.
I’ve seen firsthand how technology can make this process more efficient. In my work at Education Advanced, we focus on simplifying complex educational processes so that educators can focus on what truly matters: helping students learn. With tools designed specifically to track student progress, manage accommodations, and streamline accountability reporting, we empower educators to work smarter, not harder.
Changing the Narrative Around Testing
Assessment doesn’t have to be the villain of education. If we reframe it as a tool for student growth rather than a high-stakes pressure point, we can change the way educators, students, and parents engage with it. Instead of dreading testing season, what if students could see it as an opportunity to measure their own progress? What if teachers had the data they needed to celebrate growth rather than just stress about cut scores?
I believe that as educators, we have an opportunity to redefine how assessment is used in schools. By focusing on growth, embracing progress monitoring, and leveraging technology, we can create a system that supports both students and teachers. The goal of assessment should always be to help—not hinder—the learning process.
At the end of the day, I’m still the same educator at heart that I was when I started my career. My role has changed, but my mission remains the same: to support schools in creating an environment where students can succeed. And that starts with making sure we’re using assessment the right way.
