With the shift in education towards data-driven instruction, teachers spend inordinate amounts of time on assessments: checking for understanding, formative assessment, summative assessment, quizzes, tests, essays, research papers, projects and any other way they can think of to not only assess whether a student has mastered a skill or topic, but also to assess the efficacy of their own teaching.
Assessments are, to put it mildly, a disproportionately huge commitment of time. Creating them, administering them, and grading them are just the beginning.
