A Brief History of
Standardized Testing
Dr. Brian Muller
What is a Standardized Test?
Standardized tests are assessments that:
 are intended to be used across multiple settings
 normalize the expected test-taking conditions
Standardized tests may:
 refer to norm-referenced tests, where results are compared to
percentile rankings for a pool of takers
 refer to criterion-referenced tests, where results are absolute
scores (which may then be assigned levels based on scale break
points)
Modern standardized tests can be computer-adaptive; they select
next-question difficulty based on responses
Sound Familiar?
The Origins of Standardized Testing
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1900: The College Entrance Examination Board is
established to make boarding school entrance uniform;
the first test was given in 1901.
1905: Alfred Binet develops the first IQ test to identify
“slow learners” based on a “mental age.”
WWI: Robert Yerkes creates the Alpha and Beta tests.
The US Army administers them to 2M recruits to
identify “officer material.” Carl Brigham publishes a
report stating that American education is declining "and
will proceed with an accelerating rate as the racial
mixture becomes more and more extensive."
Effects of Testing Continue to Grow
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Cyril Burt fakes data on intelligence study of identical
twins; used it to push inheritance of intelligence.
Burt’s “research” is used to inform the US Immigration
Restriction Act (1924) which established racial quotas.
Eugenics movement advocates forced sterilization and
the “elimination” of “undesirable” human traits.
The multiple-choice SAT is established in 1926; by the
end of WWII, it is a ubiquitous part of college
applications.
A Road Paved with Good Intentions
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President Johnson – former teacher of
impoverished immigrant children in Texas allocates $3B for education.
Robert Kennedy demands a “scientific system of
reporting” for new educational programs so as to
“be accountable” to the people they serve
1965 Congress passes the Elementary and
Secondary Education Act (ESEA) as part of the
“War on Poverty”
The Ghost of Alice Rivlin
Systematic Thinking for Social Action, 1971
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“The important goals of education are both easily
identified and can be measured.”
“Standardized test scores accurately reflect reading
proficiency, mathematical competencies and acquired
knowledge”…..so one should “focus on measurable
outcomes.”
“Stable relationships exist between outcomes and
inputs to the educational process.”
“We want the biggest bang for our buck.”
A Nation at Risk – or Maybe Not?
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“The educational foundations of our society are
presently being eroded by a rising tide of mediocrity
that threatens our very future as a Nation and a
people.”
“Salaries for teachers should be professionally
competitive, market-sensitive, and performance-based”;
standards-based tests are the best measure.
In 1990, Sec. of Energy Watkins commissioned Sandia
Laboratories to document ANAR’s “decline” – but the
actual datasets showed improvement.
ESEA and Title I
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Title I money stems from ESEA; its purpose is to
support disadvantaged students.
Reformers demand “scientific” techniques of
evaluating effects from money.
Results are used to prioritize expenditures.
Analysis of test scores were to be used to overcome
“teacher ignorance.”
California History
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1961 Statewide testing in reading, writing, and math
1969 Statewide testing changed to grades 1, 2, 3, 6, 12
1972 Students take California Assessment Program (CAP) tests
(reading, writing, math) in grades 2, 3, 6 and 12. Most districts
also administer the CTBS as well.
1983 Grade 8 added to CAP; GSE created to identify highachieving students in grades 7-12.
1985 Social studies added to CAP.
1987 Schools are evaluated based on CAP results.
1990 CAP is replaced by California Learning Assessment System
(CLAS).
1994 NAEP ranks CA near the bottom.
1995 CLAS is replaced with PTIP
California History
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1997 STAR Program replaces PTIP; core test is
Stanford 9 (1997), then the CAT-6 (2003), then CSTs
(2008)
1999 Public Schools Accountability Act establishes
HAISP and IIUSP groups; includes money and
possible receivership of schools. HAISP schools get
$227M in 2000, $157M in 2001, and then nothing.
2003 GSEs are eliminated
2004 EAP tests created to evaluate college readiness
2006 CAHSEE instituted as graduation “gatekeeper”
Policy Conflicts
ESEA v 2.0 (“No Child Left Behind”) establishes
escalating testing benchmarks for “successful” schools
 Federal government establishes requirements for
receipt of Title I and other federal funds
However…
 Primary funding of education remains with the states,
which varies widely based on tax structures used to pay
for schools
 Standards and assessments – and therefore outcomes –
are wildly different
 Private schools remain exempt
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Common Core Development
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National (not federal) standards
Established by National Governors Association and
Council of Chief State School Officers in affiliation
with Achieve, Inc.
Achieve, Inc. involves governors and CEOs of
companies including Microsoft and Pearson affiliates
2004 AI’s report, “Ready or Not: Creating a High
School Diploma that Counts” states that current
education does not prepare students for either the
workplace or college
Common Core Standards
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2009 Development of standards begins
45 states, DC, and 4 territories have adopted the
CCSS
Each state can add up to 15% to the standards
Standards include ELA and Mathematics
ELA is supposed to be 50%-50% literature and
informational reading in elementary levels
The percentage changes to 30%-70% in secondary,
BUT literacy skills are supposed to be developed in
science, social studies, and technical arts classes
Common Core Assessments
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Smarter Balanced Assessment Consortium (SBAC)
Partnership for Assessment of Readiness for College
and Careers (PARCC) designed by Pearson
CA (and 22 other states) will begin administering the
SBAC assessments in SY14-15
SBAC is computer-adaptive
SBAC covers only ELA and mathematics
Unresolved Questions
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If the CSTs for science and social studies are going
to remain the same going forward, how will social
studies and science teachers be prompted to alter
their curricula? What about technical arts, where
there are no CSTs?
How will schools that lack the infrastructure
(computers, bandwidth) for computer-adaptive tests
be able to complete the assessment?
How will materials (like textbooks and supplements)
change, and how will they be paid for?
Other Resources
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www.parcconline.org
www.smarterbalanced.org
www.cde.ca.gov/ta/tg/smarterbalanced.asp
http://www.pbs.org/wgbh/pages/frontline/shows/sats/wher
e/timeline.html
datacenter.spps.org/sites/2259653e-ffb3-45ba-8fd604a024ecf7a4/uploads/SOTW_A_Nation_at_Risk_1983.pdf
www.edweek.org/ew/articles/1991/10/09/06crisis.h11.html
Ravitch, Diane. The Death and Life of the Great American School
System