Abstract
School and government officials, system administrators and other policymakers offer a variety of reasons for engaging in high stakes testing: to monitor student performance, to measure teacher and/or school effectiveness, to ensure accountability, etc. Some of these reasons are good; others not. But the best reason - one that is never offered, because it is not true - is that such testing furthers our efforts to realize our considered educational aims and ideals. I argue that while some testing is perfectly legitimate, current high stakes testing practice is largely inimical to the achievement of our most defensible educational ends.