Emerging technology and research on learning have the potential to dramatically improve assessments, if educators and policymakers take a more balanced approach to using them. That's the conclusion of two years of analysis by the Gordon Commission on the Future of Assessment in Education, a panel of top education research and policy experts that was launched in 2011 with initial funding from the Educational Testing Service. In a report that was set for release this week, the commission lays out a 10-year plan for states to develop systems of assessment that go beyond identifying student achievement for accountability purposes and toward improving classroom instruction and giving greater insight into how children learn.