Editing Standardized test (section)

===Educational decisions===

The National Academy of Sciences recommends that major educational decisions not be based solely on a single test score.<ref>{{cite web|title=Browse All Topics – The National Academies Press|url=http://books.nap.edu/html/highstakes/|url-status=dead|archive-url=https://web.archive.org/web/20080418052331/http://books.nap.edu/html/highstakes/|archive-date=2008-04-18|access-date=2 May 2015}}</ref> The use of minimum cut-scores for entrance or graduation does not imply a single standard, since test scores are nearly always combined with other minimal criteria such as number of credits, prerequisite courses, attendance, etc. Test scores are often perceived as the "sole criteria" simply because they are the most difficult, or the fulfillment of other criteria is automatically assumed. One exception to this rule is the [[GED]], which has allowed many people to have their skills recognized even though they did not meet traditional criteria.{{Citation needed|date=August 2012}}

Some teachers would argue that a single standardized test only measures a student's current knowledge and it does not reflect the students progress from the beginning of the year.<ref>{{cite web|date=21 November 2017|title=Pros and Cons of Standardized Testing|url=https://www.everettsd.org/cms/lib07/WA01920133/Centricity/Domain/2847/Pros%20and%20Cons%20of%20Standardized%20Testing.pdf|publisher=Columbia University}}</ref> A result created by individuals that are not a part 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.