Summative end-of-year assessments and traditionally administered interim assessments are unlikely to be appropriate for this purpose. More and more districts are adopting small \u201ca\u201d accountability systems that promote deeper instruction and assessment among their educators. Districts hold themselves and their educators accountable for students\u2019 performance on these assessments, which are not typically part of the federal accountability system. Students may be assessed on these competencies using portfolios, defenses of learning, projects, performance tasks, or other methods. Ideally, the assessment is a culminating artifact from learning that is important to the student, rather than an isolated event. These assessment programs have considerable potential for making learning relevant for students, parents, and local communities.<\/p>\n<\/div>