Chapter 13: Language Issues in Mathematics and the Assessment of English Language Learners:

In the 21st century, as at no other time in history, educators need to be more knowledgeable of the basic principles underlying assessment and the practice and policy of testing. In the United States, students are being tested more frequently now than ever before. Important decisions affecting their lives and their schools are made based on test scores. Legislation mandates frequent testing of students for purposes of accountability, and requirements of adequate yearly progress are being used with the intent to assess the success of schools (see Abedi, 2004; Durán, 2010; Linn, Baker, & Betebenner, 2002).

Unfortunately, this increased role of testing in education has no corresponding more critical attitude towards our testing practices and the premises underlying them. We have become heavy consumers of tests without asking what we should be doing differently with them now than has been done in the past. Indeed, policy and decision makers and the general public appear to view tests as more precise instruments than they really are.