Only limited amount of achievements, a small portion of the goals of education that can determine a person’s quality can be measured through standardized test. According to psychometrician Daniel Koretz, standardized test scores "usually do not provide a direct and complete measure of educational achievement." However, when most of the population wanting to understand current student achievement, they think that it is enough to talk about scores based and only on standardized tests. Accepting this assumption at face value, as nearly all pundits, journalists, and politicians do, is to fall prey to a "dangerous illusion." Although standardized tests can be made broader and more inclusive, twenty-two examples of truly valuable abilities and attributes: creativity, critical thinking, resilience, motivation, persistence, curiosity, endurance, reliability, enthusiasm, empathy, self-awareness, self-discipline, leadership, civic-mindedness, courage, compassion, resourcefulness, sense of beauty, sense of wonder, honesty, integrity are not intended or fully measured in the standardized test. …show more content…
For instance, re-engineering skills, the art of doing a job in a way that is creative and is other than what they were originally trained to do is not included, although according to the Kathy Freeland, author of Navigating Your Way to Business Success who said that in a job market, “job finders should be able to reinvent themselves through learning new skills and developing new capabilities in order to land the jobs that are available”, this ability is vital. Being incapable of evaluating re-engineering skills, the important indicator of future achievement, it clearly proved standardized test’s