By Kathleen Mazor, EdD, MS
Contributing Writer

The use of standardized tests in education is controversial. Opponents of standardized testing raise a variety of concerns. They worry about the time that students spend testing, arguing that that time would be better spent on instruction. They worry that tests are not fair, and that tests further disadvantage students from under-resourced environments. But perhaps the most prevalent concern is the belief that tests drive the curriculum in a way that limits learning, causing a focus on skills that are (relatively) easy to test. Some education experts believe school reform initiatives have caused the United States to go overboard, adopting a “culture of testing” with negative effects on students and schools.

Tests can be informative and constructive when they align with, rather than drive, the curriculum.

However, tests can be informative and constructive when they align with, rather than drive, the curriculum. As education scholar Diane Ravitch writes, “Educators can glean from test results what students have and have not learned. But there is a risk in putting too much faith in tests and the data they generate. The biggest risk is in forgetting that test scores are an indicator of the learning that has taken place and where improvement is needed, not the goal of education. When the indicator becomes the target, we lose sight of other, more important goals, such as the ability to understand and apply what is studied, to expand one’s knowledge, and to develop good character and ethical ideals.”

Education scholar John Hattie holds a similar view. He notes that although informing students of their progress and attainment is important, assessments should first and foremost “provide interpretative information to teachers and school leaders about their impact on students, so that these educators have the best information possible about what steps to take with instruction and how they need to change and adapt.”

Standardized Testing and College Admissions Decisions

The differing views on the use of standardized test scores in college admissions decisions highlight some of the complex issues related to equity in testing. The recent decisions of some selective colleges and universities to drop the requirement for applicants to take college entrance examinations such as the SAT or the ACT received significant attention. Some colleges made this decision during the COVID pandemic due to practical constraints and public safety concerns. Others have offered an equity rationale, suggesting that these tests disadvantage applicants from racial and ethnic minority groups. In fact, the evidence suggests that standardized test scores, used as one piece of information considered in college admittance decisions, can help to identify students from disadvantaged backgrounds who are likely to succeed in college. Scores on the SAT and ACT have been found to be better predictors of college success than high school grades, essays, and extra-curricular activities. When these scores are included as one factor in admissions decision, entering classes may be more diverse, and those who are accepted are more likely to succeed.