Mathematics, grammar, historical facts, and science facts lend themselves well to standardized testing. Music, art, composition and architecture are more difficult to measure via standardized tests. This review of some of the characteristics of standardized tests is not to disparage tests and their use, but is an attempt to help keep the value of such tests in perspective. Essentially, standardized tests measure a narrow range of learning, are not infallible, may not be fully in concert with a school's learning objectives, and the results are relative. The purpose of schools, of course, is to educate students.
Testing is only one means to determine if, and to what degree education is taking place.
The purpose of schools is not to test. Tests are just a part of the measure of the school. If the school gives up educating in order to focus on testing, then the introduction of testing is counterproductive to good education. If the school, and society, use tests to identify how the school can enhance its ability to educate, then tests can make a positive contribution to the quality of education. There has been considerable conversation among WASC Commissioners and in the field about the relationship of terms of accreditation and the results of state mandated, standardized tests for public schools.