Research shows that educator agency is not an inherent quality but something that develops through supportive contexts, professional learning, and reflective practices( Chisholm et al. 2019; Cong-Lem 2021). It grows when educators are empowered to make informed decisions based on what they know about their students, their curricula’ s instructional goals, and the research literature.
As growing standardization and accountability demands limit teachers’ professional autonomy, educator agency becomes increasingly important( Chisholm et al. 2019). This is particularly true of assessment, where teachers must navigate external mandates while also responding to children’ s individual strengths and needs and committing to equitable teaching practices( Brown & Weber 2016). Following is an example of how an educator exercised her agency to question existing assessment practices.
Brittany is a first-year educator who teaches 25 second graders. She is concerned about her school district’ s unit tests for that grade level because they require children to have mastered multiple, complex math skills simultaneously within a single assessment.
“ I feel like I’ m my students’ advocate,” Brittany shares during a team meeting. She suggests finding ways to improve this assessment by identifying any modifications teachers can make. She and her colleagues examine the district’ s assessment guidelines and discover that they have more flexibility than they originally thought. For example, they can break unit tests into smaller, more manageable sections. This is important because it reduces testing fatigue for 7-year-olds and provides a clear picture of what children know before they move on to a new topic. The district’ s guidelines also stipulate that teachers can offer their students supports, such as counting cubes or number lines to help them succeed.
Brittany’ s advocacy sparks collaborative change that encourages her team to rethink their materials and practices and to adopt more inclusive and responsive assessment strategies.
In contexts where educators are required to use mandated assessments, it is important to recognize that guidelines may allow for more flexibility than initially assumed. Teachers should review assessment policies closely and collaborate with colleagues to identify areas they can adjust. Engaging in reflective dialogue provides them with opportunities to explore alternative perspectives, methods, and materials. It also allows them to present their own perceptions, experiences, and evidence and to work toward shared understanding( Xu & Brown 2016). Besides improving assessment practices, these collaborative conversations help educators develop a stronger sense of agency.
Using Agency to Advance Equity
As discussed, assessment must do more than measure progress. It also must support educators to understand each child’ s interests, cultural backgrounds, and developmental pathways( Hanno et al. 2025). This is particularly true in early childhood special education settings, where educators continually balance individualized instruction, documentation, and Individual Education Program( IEP) goals. By using informal tools such as interest inventories, observational notes, and play-based assessments, teachers are able to center children in their assessment process and decision making. This allows them to create more meaningful, relevant learning experiences grounded in students’ strengths.
26 Young Children
Summer 2026