I was a member of the CRA committee that wrote the items for piloting this program in Tennessee. I can speak to the high level of quality of teachers chosen for this project. They were very perceptive and extremely demanding of the process. The test itself, when adminsitered later that fall, was perceived in the building as testing overkill, i.e., we test kids too much with formative assessments already. The CRA, though, in spirit and in application, allows feedback about critical thinking skills. With an open-ended response, teachers and evaluators can see writing skills, how students process information and testing situations, and how their teaching aligns to higher order thinking skills. The deeper we can teach, the better results can be on standard tests. This is a positive step in the right direction for a broader test that captures deeper data than the multiple choice format of standard tests.