Assessing What Matters: Examining Purposeful Assessment Implementation Across NTN Schools

Abstract

This capstone study, completed in partnership with New Tech Network (NTN), investigates the implementation of purposeful assessment across a diverse network of K–12 project-based learning (PBL) schools. While NTN identifies purposeful assessment as one of its core focus areas, consistent implementation remains a challenge. Using a mixed-methods approach, which included teacher surveys, school leader interviews, and a focus group with NTN coaches, this study explored the extent to which purposeful assessment is used, as well as the internal and external factors that enable or hinder its adoption. Findings revealed that purposeful assessment is frequently deprioritized, and most teachers are not actively engaged with the model. Inconsistencies were also found between teacher self-perceptions and school leader observations. Based on these findings, the project offers four targeted recommendations to improve implementation: developing a shared understanding of assessment, strengthening the alignment of coaching and professional development (PD), establishing systems to monitor fidelity, and providing support to school leaders for collaboration and scheduling. These insights offer actionable strategies for NTN to enhance assessment equity, consistency, and effectiveness across its schools.