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National Survey of Assessment

National Survey of Assessment, prepared by Education Market Research in 2008, provides an analysis of the estimated $2.52 billion U.S. market for elementary and secondary academic testing materials for grades 3-12.

This report provides an objective look at the assessment market segment based on the results of a detailed survey that was mailed in spring 2008 to 20,000 classroom teachers in grades 3-5, English/language arts chairpersons in grades 6-12, mathematics chairpersons in grades 6-12, principals in grades 3-5, district level curriculum/instruction supervisors, and district level academic testing directors.

National Survey of Assessment identifies the leading assessment materials used in schools; the types of standardized reading and mathematics assessments currently adopted; the percent of schools/districts with “high-stakes” testing in place, and grade levels and subjects most frequently tested; the types of classroom diagnostic/prescriptive testing done throughout the school year, and most popular features of such classroom testing products; and demand for and characteristics of new classroom testing and/or test preparation products.

If you need to know which assessment programs and publishers are most popular, how much is being spent, and what the demand is for new testing materials, you can’t afford to be without National Survey of Assessment.


  • EXECUTIVE SUMMARY
  • INTRODUCTION
  • METHOD
  • ANALYSIS OF SURVEY RESULTS
    • Response Rates And Demographics Of Survey Sample
    • Standardized Assessments
    • High-Stakes Testing
    • Computer-Based Testing
    • Formative Assessment
    • Learning Management Systems
    • Test Preparation Programs, Materials And Vendors
    • Most Important Features Of Classroom Testing Products
    • Assessment Market Size By Component And In Total
  • SUMMARY AND CONCLUSIONS
  • DATA TABLES
    • Table STATE OF RESIDENCE
    • Table REGION
    • Table WHICH OF THE FOLLOWING MOST CLOSELY DESCRIBES YOUR POSITION? (MARK ONE)
    • Table IN WHAT TYPE OF SCHOOL OR OFFICE DO YOU WORK? (MARK ONE)
    • Table WHAT IS THE APPROXIMATE TOTAL STUDENT ENROLLMENT IN YOUR DISTRICT? (MARK ONE)
    • Table HOW MANY YEARS OF TEACHING/SUPERVISORY EXPERIENCE DO YOU HAVE? (MARK ONE)
    • Table IN WHAT TYPE OF AREA IS YOUR DISTRICT LOCATED? (MARK ONE)
    • Table WHICH OF THE FOLLOWING STANDARDIZED ASSESSMENTS DO THE STUDENTS IN YOUR DISTRICT CURRENTLY TAKE? (MARK ALL THAT APPLY)
    • Table OTHER SPECIFY. WHICH OF THE FOLLOWING STANDARDIZED ASSESSMENTS DO THE STUDENTS IN YOUR DISTRICT CURRENTLY TAKE? (MARK ALL THAT APPLY)
    • Table DOES YOUR DISTRICT OR STATE ADMINISTER A "HIGH-STAKES" TEST WHICH IS INTENDED TO HELP DETERMINE WHICH STUDENTS CAN BE PROMOTED OR GRADUATED? (MARK ONE)
    • Table IF YOU DO ADMINISTER A "HIGH-STAKES" TEST, WHICH GRADES ARE TESTED? (MARK ALL THAT APPLY)
    • Table IF YOU DO ADMINISTER A "HIGH-STAKES" TEST, WHICH SUBJECTS ARE TESTED? (MARK ALL THAT APPLY)
    • Table IF YOU DO ADMINISTER A "HIGH-STAKES" TEST, WHAT TYPE OF TEST IS IT? (MARK ONE)
    • Table IF YOU DO ADMINISTER A "HIGH-STAKES" TEST, WHAT IS THE PRIMARY USE OF THE RESULTS? (MARK ONE)
    • Table IS ANY OF THE DISTRICT-WIDE ASSESSMENT YOU ARE DOING COMPUTER-BASED? (MARK ALL THAT APPLY)
    • Table ARE YOU USING ANY TYPE OF ASSESSMENT TOOL TO FACILITATE FORMATIVE ASSESSMENT [ASSESSMENT FOR LEARNING, AS OPPOSED TO "SUMMATIVE" OR ASSESSMENT OF LEARNING] WITH YOUR STUDENTS? (MARK ONE)
    • Table IF YOU ARE USING FORMATIVE ASSESSMENT, WHAT IS YOUR PRIMARY PURPOSE IN DOING SO? (MARK ALL THAT APPLY)
    • Table IF YOU ARE DOING FORMATIVE ASSESSMENT, WHOSE PRODUCT DO YOU USE? (WRITE IN PUBLISHER OR PROVIDER NAME)
    • Table ARE YOU USING ANY TYPE OF "LEARNING MANAGEMENT SYSTEM" (LMS) TO HELP WITH THE TEACHING, TESTING, RECORD-KEEPING, ETC IN YOUR SCHOOL/DISTRICT? (MARK ONE)
    • Table IF YOU ARE USING A LEARNING MANAGEMENT SYSTEM, WHAT IS YOUR PRIMARY PURPOSE IN DOING SO? (MARK ALL THAT APPLY)
    • Table IF YOU ARE USING A LEARNING MANAGEMENT SYSTEM, WHOSE PRODUCT DO YOU USE? (WRITE IN PUBLISHER OR PROVIDER NAME)
    • Table DO YOU USE "TEST PREPARATION" PROGRAMS OR MATERIALS WITH YOUR STUDENTS? (MARK ONE)
    • Table IF YOU USE TEST PREPARATION MATERIALS, WHAT KIND DO YOU USE? (MARK ALL THAT APPLY)
    • Table WHICH OF THE FOLLOWING PUBLISHERS WOULD YOU SAY ARE THE LEADERS IN THE TEST PREPARATION FIELD? (MARK ALL THAT APPLY)
    • Table OTHER SPECIFY. WHICH OF THE FOLLOWING PUBLISHERS WOULD YOU SAY ARE THE LEADERS IN THE TEST PREPARATION FIELD? (MARK ALL THAT APPLY)
    • Table WHAT MOTIVATES YOU TO BUY AND USE A PARTICULAR TYPE OF CLASSROOM TESTING PRODUCT? THAT IS, HOW IMPORTANT ARE EACH OF THE FOLLOWING FEATURES AS THEY RELATE TO YOUR DECISION TO SELECT AND USE ONE PRODUCT OVER ANOTHER? (1 = "Least Important" and 6 = "Most Important")
    • Table WHAT MOTIVATES YOU TO BUY AND USE A PARTICULAR TYPE OF CLASSROOM TESTING PRODUCT? THAT IS, HOW IMPORTANT ARE EACH OF THE FOLLOWING FEATURES AS THEY RELATE TO YOUR DECISION TO SELECT AND USE ONE PRODUCT OVER ANOTHER? FAMILIAR/COMFORTABLE TO USE
    • Table WHAT MOTIVATES YOU TO BUY AND USE A PARTICULAR TYPE OF CLASSROOM TESTING PRODUCT? THAT IS, HOW IMPORTANT ARE EACH OF THE FOLLOWING FEATURES AS THEY RELATE TO YOUR DECISION TO SELECT AND USE ONE PRODUCT OVER ANOTHER? EASY TO LEARN AND ADMINISTER
    • Table WHAT MOTIVATES YOU TO BUY AND USE A PARTICULAR TYPE OF CLASSROOM TESTING PRODUCT? THAT IS, HOW IMPORTANT ARE EACH OF THE FOLLOWING FEATURES AS THEY RELATE TO YOUR DECISION TO SELECT AND USE ONE PRODUCT OVER ANOTHER? INEXPENSIVE COMPARED TO OTHER OPTIONS
    • Table WHAT MOTIVATES YOU TO BUY AND USE A PARTICULAR TYPE OF CLASSROOM TESTING PRODUCT? THAT IS, HOW IMPORTANT ARE EACH OF THE FOLLOWING FEATURES AS THEY RELATE TO YOUR DECISION TO SELECT AND USE ONE PRODUCT OVER ANOTHER? IT IS SOMETHING WE HAVE USED BEFORE
    • Table WHAT MOTIVATES YOU TO BUY AND USE A PARTICULAR TYPE OF CLASSROOM TESTING PRODUCT? THAT IS, HOW IMPORTANT ARE EACH OF THE FOLLOWING FEATURES AS THEY RELATE TO YOUR DECISION TO SELECT AND USE ONE PRODUCT OVER ANOTHER? MATCHES MOST CLOSELY WITH THE CURRICULUM
    • Table WHAT MOTIVATES YOU TO BUY AND USE A PARTICULAR TYPE OF CLASSROOM TESTING PRODUCT? THAT IS, HOW IMPORTANT ARE EACH OF THE FOLLOWING FEATURES AS THEY RELATE TO YOUR DECISION TO SELECT AND USE ONE PRODUCT OVER ANOTHER? PROVIDES FAST SCORING AND FEEDBACK
    • Table WHAT MOTIVATES YOU TO BUY AND USE A PARTICULAR TYPE OF CLASSROOM TESTING PRODUCT? THAT IS, HOW IMPORTANT ARE EACH OF THE FOLLOWING FEATURES AS THEY RELATE TO YOUR DECISION TO SELECT AND USE ONE PRODUCT OVER ANOTHER? GROUPS STUDENTS FOR INDIVIDUALIZED INSTRUCTIONS
    • Table WHAT MOTIVATES YOU TO BUY AND USE A PARTICULAR TYPE OF CLASSROOM TESTING PRODUCT? THAT IS, HOW IMPORTANT ARE EACH OF THE FOLLOWING FEATURES AS THEY RELATE TO YOUR DECISION TO SELECT AND USE ONE PRODUCT OVER ANOTHER? SAVES TIME AND WORK FOR THE TEACHER
    • Table WHAT MOTIVATES YOU TO BUY AND USE A PARTICULAR TYPE OF CLASSROOM TESTING PRODUCT? THAT IS, HOW IMPORTANT ARE EACH OF THE FOLLOWING FEATURES AS THEY RELATE TO YOUR DECISION TO SELECT AND USE ONE PRODUCT OVER ANOTHER? INTEGRATES ASSESSMENT WITH INSTRUCTION
    • Table WHAT MOTIVATES YOU TO BUY AND USE A PARTICULAR TYPE OF CLASSROOM TESTING PRODUCT? THAT IS, HOW IMPORTANT ARE EACH OF THE FOLLOWING FEATURES AS THEY RELATE TO YOUR DECISION TO SELECT AND USE ONE PRODUCT OVER ANOTHER? HAS TOOLS FOR MANAGING STUDENT IMFORMATION
    • Table WHAT MOTIVATES YOU TO BUY AND USE A PARTICULAR TYPE OF CLASSROOM TESTING PRODUCT? THAT IS, HOW IMPORTANT ARE EACH OF THE FOLLOWING FEATURES AS THEY RELATE TO YOUR DECISION TO SELECT AND USE ONE PRODUCT OVER ANOTHER? PREPARES STUDENTS FOR "HIGH-STAKES" TESTS
    • Table WHAT MOTIVATES YOU TO BUY AND USE A PARTICULAR TYPE OF CLASSROOM TESTING PRODUCT? THAT IS, HOW IMPORTANT ARE EACH OF THE FOLLOWING FEATURES AS THEY RELATE TO YOUR DECISION TO SELECT AND USE ONE PRODUCT OVER ANOTHER? MATCHES MOST CLOSELY WITH STATE/DISTRICT TEST
    • Table WHAT MOTIVATES YOU TO BUY AND USE A PARTICULAR TYPE OF CLASSROOM TESTING PRODUCT? THAT IS, HOW IMPORTANT ARE EACH OF THE FOLLOWING FEATURES AS THEY RELATE TO YOUR DECISION TO SELECT AND USE ONE PRODUCT OVER ANOTHER? HAS "SCIENTIFICALLY-BASED" RESEARCH
    • Table WHAT MOTIVATES YOU TO BUY AND USE A PARTICULAR TYPE OF CLASSROOM TESTING PRODUCT? THAT IS, HOW IMPORTANT ARE EACH OF THE FOLLOWING FEATURES AS THEY RELATE TO YOUR DECISION TO SELECT AND USE ONE PRODUCT OVER ANOTHER? MATCHES MOST CLOSELY WITH OUR TEXTBOOKS
    • Table ABOUT HOW MUCH WILL YOU SPEND FROM YOUR CLASSROOM/SCHOOL/DISTRICT BUDGET FOR THE ENTIRE 2007-08 SCHOOL YEAR [INCLUDE FUNDS FROM THE BUDGET, PARENT ORGANIZATIONS, FUND-RAISING, AND/OR PERSONAL FUNDS IF APPLICABLE] IN EACH OF THE FOLLOWING CATEGORIES AND IN TOTAL? (FILL IN ESTIMATES FOR EACH CATEGORY)

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