Since the IBM Type 805 Test Scoring Machine first hit the market in 1938, fill-in-the-bubble test score sheets and scanners have remained the dominant technologies used in local, state, and national assessments. And underlying these pre-World War II technologies are approaches to testing from the same era. They rely heavily on multiple-choice question types and measure only a portion of the skills and knowledge outlined in state educational standards. They do not align well with what we know about how students learn. Nor do they tell us very much about how to help students do better.