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Standardized testing and public policy

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.

Standardized tests usually take the form of multiple choice exams, simplifying the problems of scoring and awarding points.

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 in fact become 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 multiple-choice tests encourage "teaching to the test" at the expense of creativity, in-depth coverage of subjects not on the test, and skills such as writing, which are not covered by the tests. Furthermore, student's success is being tracked to a teachers' 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.

See also Education, education reform, and school choice, alternative assessment



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