The Use of the National Science Education Standards to Critique a Standardized High School Biology Examination

Abstract

Every year, more states are adding standardized state-mandated science achievement tests to their testing programs. However, published analyses of these statewide science examinations are rare. It is critical to evaluate these tests because tests define what will be taught to students. The purpose of this article is two-fold: 1) to provide a brief historical overview of standardized testing in science including its purpose, consequences, characteristics, and evaluation; 2) to provide a critique that is unique in that this study used national science standards to evaluate a state-mandated standardized science test.