Student achievement tests have become increasingly important in recent decades due to their use in school accountability, improvement, tracking, streaming, and student selection.
The pressure to do well on standardized tests has had adverse effects on student wellbeing and have, in many schools, led to a narrow focus on outcomes in academic subjects. Within this theme, we look at the implications for a ‘test culture’ in schools, and whether and how these are influenced by wider policies and structures around testing and how society defines ‘success’ and ‘performance’. In addition, we investigate how other ways of testing, without grading and with more attention for feedback, can be implemented in school practice.
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