None of the proposals adequately address issues of equity. Bias issues in performance assessments have not been addressed adequately. Testing by itself will not improve education. Assessment reform must be only part of an integrated process of systemic change which addresses issues of curriculum, instructional practices, staff development, school structure and governance, textbooks, and schools of education. Equitable access to educational resources and other necessary prerequisites of student learning also should precede national exams.
Tests tell only part of the story.
Any proposal must be part of an overall educational information system. All this information must be organized into an information system designed to ensure continuous school improvement. We do not know if such calibration is possible, how expensive it would be, or whether the benefits will be worth the expense. Money would be better spent to support comprehensive educational reform and disseminating useful information. We do not know who will be in charge or the consequences of one national body setting standards and approving exams.