; and (B) promote deeper learning, positive cognitive development, and the skills needed for the 21st century workforce. 3. Sense of Congress relating to appropriate uses of summative assessments It is the sense of Congress that— (1) to support a love of learning that fosters joy, curiosity, creativity, rigor, collaborative problem solving, and the development of 21st century skills, public elementary and secondary schools need more capacity and resources for meaningful educational experiences; (2) the requirement for States to administer annual standardized tests to receive Federal funds under title I of the Elementary and Secondary Education Act of 1965 limits classroom instruction, promotes memorization over critical thinking, and prioritizes multiple choice tests over balanced assessment systems using multiple measures that promote high-quality teaching and learning; (3) a robust body of research demonstrates that the overuse of standardized testing takes a negative toll on students, teachers, and the classroom environment; (4) States should be supported in developing and implementing innovative, evidence-based, and standards-based assessment systems that support high-quality teaching and learning and the ability to meaningfully measure performance rather than using commercial assessment products that are limited to demonstrating proficiency to a standardized test; and (5) State assessment and accountability systems should— (A) focus on, not hinder, critical thinking; (B) reflect principles of reciprocity, such that identified needs and areas for growth result in the allocation of both resources and capacity building opportunities to support improvement