All the talk about changing the way we measure student progress raises important questions. They're simply reporting a student's profile of achievement. It's like a baseball card that lists the batting average, runs batted in, and other data about a player without placing a value on performance.
Good assessment is about expanding the assessment repertoire because no single form is sufficient.
There are reliability and validity problems with each. Every method has its strengths and weaknesses, and its place. It may turn out that hitting three out of ten, which sounds poor, would land a player in the majors. In schools, teachers should report the profile of achievement and compare students to standards or norms. For example, a student in a second-grade class may be a year younger than classmates and therefore less experienced.