<Li> Some teachers would argue that Standardized Test only measures a student's current knowledge and it does not reflect the students progress from the beginning of the year . A result created by individuals that are not apart of the student's regular instruction, but by professionals that determine what students should know at different ages . In addition, teachers agree that the best test creator and facilitator are themselves . They argue that they are the most aware of students abilities, capacities, and necessities which would allow them to take a longer on subjects or proceed on with the regular curriculum . </Li> <Li> Notable Opponents . 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 the 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 . <Ul> <Li> 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 ." In his book, The Shame of the Nation, Jonathan Kozol argues that students submitted to standardized testing are victims of "cognitive decapitation ." Kozol comes to this realization after speaking to many children in inner city schools who have no spatial recollection of time, time periods, and historical events . This is especially the case in schools where due to shortages in funding and strict accountability policies, schools have done away with subjects like the arts, history and geography; in order to focus on the contest of the mandated tests . </Li> </Ul> </Li> <Ul> <Li> 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 ." In his book, The Shame of the Nation, Jonathan Kozol argues that students submitted to standardized testing are victims of "cognitive decapitation ." Kozol comes to this realization after speaking to many children in inner city schools who have no spatial recollection of time, time periods, and historical events . This is especially the case in schools where due to shortages in funding and strict accountability policies, schools have done away with subjects like the arts, history and geography; in order to focus on the contest of the mandated tests . </Li> </Ul> <Li> 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 ." In his book, The Shame of the Nation, Jonathan Kozol argues that students submitted to standardized testing are victims of "cognitive decapitation ." Kozol comes to this realization after speaking to many children in inner city schools who have no spatial recollection of time, time periods, and historical events . This is especially the case in schools where due to shortages in funding and strict accountability policies, schools have done away with subjects like the arts, history and geography; in order to focus on the contest of the mandated tests . </Li>

Different kinds of test according to points of comparison