Do standardized tests systematically screen out deep-thinking or creative students?
Although standardized tests have become a conventional activity for students who want to get into college or graduate schools, they continue to get attacked by critics who assert that standardized tests favor people with lots of superficial knowledge but little to no profound knowledge (Hoffman, 1962). Hoffman, a professor of mathematics at Queens College, has also noted that the timed nature of these tests privilege students who are able to make fast but superficial judgments and penalize nonconformist and creative students who need time to create their thoughtful responses to the questions. Hoffman gave his critique on standardized tests almost 50 years ago, but similar arguments have been made by others since then. U.S. Congress office of technology assessment (1992) in slightly different terms than Hoffman reported that timed standardized tests penalize students who have an inclination for contemplation. A related argument that has been made against standardized tests is that it me
