Blog Post #2

The text criticizes the traditional system of education, but particularly the inclination to rely more on tests in measuring student competence and ability. The author affirms that though learning institutions provide essential skills, most of their structures are outdated, shaped by historical contexts that prioritized sorting students rather than guaranteeing the development of deep understanding. Tests, according to the article, don't actually gauge long-term retention, learning potential, or thinking processes, but instead serve to function as a sorting device for students that can limit their potential future prospects. The article further discusses the effects of politics and economics on the development of tests, referencing the arbitrary nature of changing standards and how these influence the assessment of student success. While the author acknowledges the diagnostic value of competent tests, they prefer a more critical approach to interpreting scores and teaching based on them.