Niemi et al. (2007) argue for asses

Niemi et al. (2007) argue for assessment systems that produce
data with validity at multiple levels contending that ‘‘coherence in
an assessment system between inferences drawn system wide for
accountability purposes and those drawn in the classroom. . .’’
(p. 197) are essential and as of yet unrealized. Through its common
measurement system, this project seeks to meet this need for
teacher practice assessments that can be used validly at the
individual, programmatic, and system level. In addition, the STEM
Common Measurement System will seek to characterize assessment
for teaching, not of teaching with a strong emphasis on
formative assessment of teacher practice, quick feedback, and
data-driven PD.