Standardized Test

Just Whose Idea Was All This Testing?

Fueled by Technology, Nation's Attempt to Create a Level Playing Field Has Had a Rocky History

By Jay Mathews

Washington Post Staff Writer

Tuesday, November 14, 2006; A06

In ancient Greece, Socrates tested his students through conversations. Answers were not scored as right or wrong. They just led to more dialogue. cared more about finding the path to higher knowledge than producing a correct response. To them, accuracy was for shopkeepers.

Today, educators often hold up the Socratic method as the best kind of teaching.

So how did we go from that ideal to an educational model shaped -- and perhaps even ruled -- by standardized, normed, charted, graphed, regressed, calibrated and validated testing? Students in the Washington area are likely to know more about the MSA (Maryland School Assessments), the SOL (Virginia's Standards of Learning) and the D.C. CAS (D.C. Comprehensive Assessment System) than they do about Socrates and his illustrious student Plato.

Critics say standardized testing has robbed schools of the creative clash of intellects that make Plato's dialogues still absorbing. "There is a growing technology of testing that permits us now to do in nanoseconds things that we shouldn't be doing at all," said educational psychologist Gerald W. Bracey, research columnist for the Phi Delta Kappan education journal.

Historians call the rise of testing an inevitable outgrowth of expanding technology. As goods and services are delivered with greater speed and in higher quantity and quality, education has been forced to pick up the pace.

Standardized exams have many sources. In imperial China in the A.D. 7th century, government job applicants had to

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