Standardized testing

A standardized test is any form of test that (1) requires all test takers to answer the same
questions, or a selection of questions from common bank of questions, in the same way, and that (2) is
scored in a “standard” or consistent manner, which makes it possible to compare the relative
performance of individual students or groups of students. While different types of tests and assessments
may be “standardized” in this way, the term is primarily associated with large-scale tests administered to
large populations of students, such as a multiple-choice test given to all the eighth-grade public-school
students in a particular state.

While standardized tests are a major source of debate in the United States, many test experts
and educators consider them to be a fair and objective method of assessing the academic achievement
of students, mainly because the standardized format, coupled with computerized scoring, reduces the
potential for favoritism, bias, or subjective evaluations. On the other hand, subjective human judgment
enters into the testing process at various stages—e.g., in the selection and presentation of questions, or
in the subject matter and phrasing of both questions and answers. Subjectivity also enters into the
process when test developers set passing scores—a decision that can affect how many students pass or
fail, or how many achieve a level of performance considered to be “proficient.” For more detailed
discussions of these issue, see measurement error, test accommodations, test bias and score inflation.

Standardized tests may be used for a wide variety of educational purposes. For example, they
may be used to determine a young child’s readiness for kindergarten, identify students who need
special-education services or specialized academic support, place students in different academic
programs or course levels, or award diplomas and other educational certificates. The following are a few
representative examples of the most common forms of standardized test:

 Achievement tests are designed to measure the knowledge and skills students learned in school
or to determine the academic progress they have made over a period of time. The tests may also
be used to evaluate the effectiveness of a schools and teachers, or identify the appropriate
academic placement for a student—i.e., what courses or programs may be deemed most
suitable, or what forms of academic support they may need. Achievement tests are “backward-
looking” in that they measure how well students have learned what they were expected to
learn.

 Aptitude tests attempt to predict a student’s ability to succeed in an intellectual or physical

endeavor by, for example, evaluating mathematical ability, language proficiency, abstract
reasoning, motor coordination, or musical talent. Aptitude tests are “forward-looking” in that
they typically attempt to forecast or predict how well students will do in a future educational or
career setting. Aptitude tests are often a source of debate, since many question their predictive
accuracy and value.

 College-admissions tests are used in the process of deciding which students will be admitted to
a collegiate program. While there is a great deal of debate about the accuracy and utility of
college-admissions tests, and many institutions of higher education no longer require applicants
 to take them, the tests are used as indicators of intellectual and academic potential, and some
may consider them predictive of how well an applicant will do in postsecondary program.

 International-comparison tests are administered periodically to representative samples of

students in a number of countries, including the United States, for the purposes of monitoring
achievement trends in individual countries and comparing educational performance across
countries. A few widely used examples of international-comparison tests include the Programme
for International Student Assessment (PISA), the Progress in International Reading Literacy
Study (PIRLS), and the Trends in International Mathematics and Science Study (TIMSS).

 Psychological tests, including IQ tests, are used to measure a person’s cognitive abilities and
mental, emotional, developmental, and social characteristics. Trained professionals, such as
school psychologists, typically administer the tests, which may require students to perform a
series of tasks or solve a set of problems. Psychological tests are often used to identify students
with learning disabilities or other special needs that would qualify them for specialized services.

standardized achievement tests have become an increasingly prominent part of public schooling in
the United States. When focused on reforming schools and improving student achievement,
standardized tests are used in a few primary ways:

 To hold schools and educators accountable for educational results and student
performance. In this case, test scores are used as a measure of effectiveness, and low scores
may trigger a variety of consequences for schools and teachers. For a more detailed discussion
see high-stakes test.

 To evaluate whether students have learned what they are expected to learn, such as whether
they have met state learning standards. In this case, test scores are seen as a representative
indicator of student achievement.

 To identify gaps in student learning and academic progress. In this case, test scores may be
used, along with other information about students, to diagnose learning needs so that educators
can provide appropriate services, instruction, or academic support.

 To identify achievement gaps among different student groups, including students of color,

students who are not proficient in English, students from low-income households, and students
with physical or learning disabilities. In this case, exposing and highlighting achievement gaps
may be seen as an essential first step in the effort to educate all students well, which can lead to
greater public awareness and changes in educational policies and programs.

 To determine whether educational policies are working as intended. In this case, elected
officials and education policy makers may rely on standardized-test results to determine whether
their laws and policies are working or not, or to compare educational performance from school
to school or state to state. They may also use the results to persuade the public and other
elected officials that their policies are in the best interest of children and society.