Abstract
AbstractReflecting upon the experience serving on the University of California's Standardized Testing Task Force, and drawing lessons learned, I argue that the COVID‐19 pandemic has merely served to accelerate the trend of US higher education institutions moving away from current standardized tests. New educational assessments will continue to be produced. There will be strong calls for the making of completely different assessments than currently available. Educational measurement as field has much to offer and to learn.
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