Question: What is the standardized score for Metacritic
About the article "Wadjda", section "Reception".

Candidate passages:
Critics generally praised The Corporate Machine.
The game's aggregate Metacritic score is 80. 
There are two types of standardized test score interpretations: a norm-referenced score interpretation or a criterion-referenced score interpretation.
Norm-referenced score interpretations compare test-takers to a sample of peers.
The goal is to rank students as being better or worse than other students.
Norm-referenced test score interpretations are associated with traditional education.
Students who perform better than others pass the test, and students who perform worse than others fail the test.
Criterion-referenced score interpretations compare test-takers to a criterion (a formal definition of content), regardless of the scores of other examinees.
These may also be described as standards-based assessments, as they are aligned with the standards-based education reform movement.
Criterion-referenced score interpretations are concerned solely with whether or not this particular student's answer is correct and complete.
Under criterion-referenced systems, it is possible for all students to pass the test, or for all students to fail the test.
Either of these systems can be used in standardized testing.
What is important to standardized testing is whether all students are asked equivalent questions, under equivalent circumstances, and graded equally.
In a standardized test, if a given answer is correct for one student, it is correct for all students.
Graders do not accept an answer as good enough for one student but reject the same answer as inadequate for another student. 
Standardized tests are useful tools for assessing student achievement, and can be used to focus instruction on desired outcomes, such as reading and math skills.
However, critics feel that overuse and misuse of these tests harms teaching and learning by narrowing the curriculum.
According to the group FairTest, when standardized tests are the primary factor in accountability, schools use the tests to narrowly define curriculum and focus instruction.
FairTest says that negative consequences of test misuse include narrowing the curriculum, teaching to the test, pushing students out of school, driving teachers out of the profession, and undermining student engagement and school climate.
Critics say that "teaching to the test" disfavors higher-order learning.
While it is possible to use a standardized test without letting its contents determine curriculum and instruction, frequently, what is not tested is not taught, and how the subject is tested often becomes a model for how to teach the subject.
Uncritical use of standardized test scores to evaluate teacher and school performance is inappropriate, because the students' scores are influenced by three things: what students learn in school, what students learn outside of school, and the students' innate intelligence.
The school only has control over one of these three factors.
Value-added modeling has been proposed to cope with this criticism by statistically controlling for innate ability and out-of-school contextual factors.
In a value-added system of interpreting test scores, analysts estimate an expected score for each student, based on factors such as the student's own previous test scores, primary language, or socioeconomic status.
The difference between the student's expected score and actual score is presumed to be due primarily to the teacher's efforts.
Supporters of standardized testing respond that these are not reasons to abandon standardized testing in favor of either non-standardized testing or of no assessment at all, but rather criticisms of poorly designed testing regimes.
They argue that testing does and should focus educational resources on the most important aspects of education — imparting a pre-defined set of knowledge and skills — and that other aspects are either less important, or should be added to the testing scheme.
In her book, "Now You See It", Cathy Davidson criticizes standardized tests.
She describes our youth as "assembly line kids on an assembly line model," meaning the use of standardized test as a part of a one-size-fits-all educational model.
She also criticizes the narrowness of skills being tested and labeling children without these skills as failures or as students with disabilities.
Widespread and organized cheating has been a growing culture in today's reformation of schools.
Education theorist Bill Ayers has commented on the limitations of the standardized test, writing that "Standardized tests can't measure initiative, creativity, imagination, conceptual thinking, curiosity, effort, irony, judgment, commitment, nuance, good will, ethical reflection, or a host of other valuable dispositions and attributes.
What they can measure and count are isolated skills, specific facts and function, content knowledge, the least interesting and least significant aspects of learning."
"Mickey's Speedway USA"s average score on Metacritic is 71/100%.
IGN gave "Mickey's Speedway USA" 6.8 out of 10 for the N64 version and a 9 for the GBC version. 
Official reviews for "From the Abyss" have been critical of the gameplay.
Criticisms include "monotonous dungeons" and a "simplistic plot".
The average score on Metacritic is 59%, pooling reviews from 9 separate online sources.