I am deeply concerned with the excessive amount of testing that has replaced learning opportunities. I believe that teachers, parents, administrators and state authorities can solve this dilemma by looking at the scope of educational learning and making a cooperative plan. This plan could include the testing which needs to be done to assess the student’s mastery. We are duplicating efforts and the formative analysis which should be obtained from assessment is ineffective due to the delay in getting the information. Not only do we have too many tests, but the tests are too long. It shouldn’t take 40 problems to assess if a 9-year old knows how to add or subtract. Classroom question and answer conversations, student demonstrations, drawings, publications, etc. are all effective ways to evaluate the student’s learning without a formal summative assessment.