Assessment in the Service of Student Learning: Three Cases in Point

Abstract Three examples of extant testing practices (i.e., a classroom instructor's use of a simple pre‐post design, the practice of teaching to the test, and the think aloud verbal protocol) are discussed to illustrate the contention that assessment in the service of testing and learning does not necessarily involve radically different assessment practices. It is demonstrated that activities already familiar to teachers and assessment specialists can powerfully inform student learning and teaching practice.