Standardized testing is used as a public policy strategy to establish stronger accountability measures for public education. While the National Assessment of Education Progress (NAEP) has served as an educational barometer for some thirty years by administering standardized tests on a regular basis to random schools throughout the United States, efforts over the last decade at the state and federal levels have mandated annual standardized test administration for all public schools across the country.
The idea behind the standardized testing policy movement is that testing is the first step to improving schools, teaching practice, and educational methods through data collection. Proponents argue that the data generated by the standardized tests act like a 'report card' for the community, demonstrating how well local schools are performing. Critics of the movement, however, point to various discrepancies that result from current state standardized testing practices, including problems with test validity and reliability and false correlations (see Simpson's paradox).
Critics charge that standardized tests became a mandatory curriculum placed into schools without public debate and without any accountability measures of its own. Many feel this ignores basic democratic principles in that control of schools' curricula is removed from local school boards, which are the nominal curricular authority in the U.S. While some maintain that it would be preferable to simply introduce mandatory national curricula, others feel that state mandated standardized testing should stop altogether in order that schools can focus their efforts on instructing their students as they see fit.
Critics also charge that standardized tests encourage "teaching to the test" at the expense of creativity and in-depth coverage of subjects not on the test. Multiple choice tests are criticized for failing to assess skills such as writing. Furthermore, student's success is being tracked to a teacher's relative performance, making teacher advancement contingent upon a teacher's success with a student's academic performance. Ethical and economical questions arise for teachers when faced with clearly underperforming or underskilled students and a standardized test.
Famous quotes containing the words standardized, testing, public and/or policy:
“I tell you, sir, the only safeguard of order and discipline in the modern world is a standardized worker with interchangeable parts. That would solve the entire problem of management.”
—Jean Giraudoux (1882–1944)
“No testing has overtaken you that is not common to everyone. God is faithful, and he will not let you be tested beyond your strength, but with the testing he will also provide the way out so that you may be able to endure it.”
—Bible: New Testament, 1 Corinthians 10:13.
“Worn down by the hoofs of millions of half-wild Texas cattle driven along it to the railheads in Kansas, the trail was a bare, brown, dusty strip hundreds of miles long, lined with the bleaching bones of longhorns and cow ponies. Here and there a broken-down chuck wagon or a small mound marking the grave of some cowhand buried by his partners “on the lone prairie” gave evidence to the hardships of the journey.”
—For the State of Kansas, U.S. public relief program (1935-1943)
“Mr. Wiggam, I want you to change the policy of The Clarion. I want you to write a story I should have written myself long ago. I want you to tell the people of San Francisco that no city can exist without law and order. Write a story about that flag, write about what verifies and brings a promise of life, liberty, and the pursuit of happiness. There are some people in this town who don’t seem to know that. Let The Clarion tell them.”
—Ben Hecht (1893–1964)