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Abstract
Assessment permeates many aspects of our educational society. With the passage of federal legislation (i.e., No Child Left Behind Act of 2001 and Individuals With Disabilities Education Improvement Act of 2004), assessment in the form of accountability is ever present in our K–12 educational system. Current assessment practices should be used in an iterative process that is fueled and influenced by data-based decisions. This article provides illustrations of and a rationale for how current educational assessment practices can influence decision-making processes at the state and district, school, program, and classroom levels.
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