The determination of what should be taught is a social and political enterprise. In the middle of this milieu are tests that often carry inordinate weight in defining what should be taught but that may escape the full scrutiny of the social-political process because of their presumed scientific neutrality or unassailable objectivity. Testing cannot be neutral on what is taught and learned.
Any test is an expression of values on teaching and learning.
I believe the same social and political processes used to set curriculum directions must be applied to testing. In fact, large numbers of educators set specifications, write questions, and review most tests in wide use. However, without a clear understanding of how to align tests with teaching, such processes are hollow. One of the failings of the reform era is our limited progress in understanding this alignment. Once we understand the alignment, we will still face the question of whether to align national tests with the most widely used teaching practices or the most forward-looking ones.