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“I say that our system of tests and grades, as it now exists, is one source of the low yield of great men from our universities. The marking system is a traumatic experience from which most students emerge with a deep determination never to get into a situation where they can be marked again. They just won't ever again take a chance.”

“The people who run the international tests told us, "the biggest predictor of student success is choice." Nations that "attach the money to the kids" and thereby allow parents to choose between different public and private schools have higher test scores. This should be no surprise; competition makes us better.”

“Have I ever remarked on how completely ridiculous it is to ask high school students to decide what they want to do with the rest of their lives and give them nearly no support in doing so? Support like, say, spending a day apiece watching twenty different jobs and then another week at their top three choices, with salary charts and projections and probabilities of graduating that subject given their test scores? The more so considering this is a central allocation question for the entire economy?”

“Affirmative action was designed originally for "women and other minorities" but the phrase has become just another tortured euphemism. Female conscientiousness and eagerness to please have always made women good students and natural test takers. Jews have gloried in scholarship throughout the ages, and Asians of both sexes score so high on SATs and IQ tests that they regard affirmative action as an impediment. Affirmative action really means favoritism for blacks for the sake of racial peace, but the favor is pure chimera, and so, increasingly, is the peace.”

“There have been many measures taken to try to turn the educational system towards more control, more indoctrination, more vocational training, imposing a debt, which traps students and young people into a life of conformity... That's the exact opposite of [what] traditionally comes out of The Enlightenment. And there's a constant struggle between those. In the colleges, in the schools, do you train for passing tests, or do you train for creative inquiry?”

“The whole concept of higher education is negated unless the sole criterion used to determine if students qualify is the grades they score on standardized tests. Education is purely an issue of learning - we can no longer afford to have it polluted by damn politics. Leave pollution up to the politicians”

“People are attracted to teaching because they want to make a real impact. The teachers who are making the greatest difference go far beyond meeting standardised test measures. They aspire to truly level the playing field for their students, which means inspiring a love of learning, fostering the highest levels of critical thinking, building perseverance in working towards academic excellence, and so on.”

“Standardised tests cannot capture all, but on the other hand, students who are not capable of doing well on standardised tests are not well-equipped to thrive in today's world and so it's important for teachers to ensure that students gain the foundation necessary to meet the baseline educational standards these tests represent.”

“To say that you have taught when students haven't learned is to say you have sold when no one has bought. But how can you know that students have learned without spending hours correcting tests and papers? . . . check students understanding while you are teaching (not at 10 o'clock at night when you're correcting papers) so you don't move on with unlearned material that can accumulate like a snowball and eventually engulf the student in confusion and despair.”

“When I was 16, I took the written driving test, just like everybody else did, and I passed it. Then the first time I was behind the wheel of a car, when I was a kid, it kind of freaked me out. I've always been a very anxious student of anything, and so not being able to process things quickly enough, feeling overwhelmed, I just got freaked out and so I just never tried again.”

“We could encourage the best qualities of youthfulness - curiosity, adventure, resilience, the capacity for surprising insight simply by being more flexible about time, texts, and tests, by introducing kids into truly competent adults, and by giving each student what autonomy he or she needs in order to take a risk every now and then. But we don't do that.”

“Apparently almost anyone can do a better job of educating children than our so-called 'educators' in the public schools. Children who are home-schooled by their parents also score higher on tests than children educated in the public schools. ... Successful education shows what is possible, whether in charter schools, private schools, military schools or home-schooling. The challenge is to provide more escape hatches from failing public schools, not only to help those students who escape, but also to force these institutions to get their act together before losing more students and jobs.”

“In all sensation we pick and choose, interpret, seek and impose order, and devise and test hypotheses about what we witness. Sense data are taken, not merely given: we learn to perceive.... The teacher has forgotten, and the student himself will soon forget, that what he sees conveys no information until he knows beforehand the kind of thing he is expected to see.”

“In DC, policymakers think that if we can only have high enough standards, tough enough tests, and hold people accountable, we can close the achievement gap. And it hasn't happened. Yet the new law, the Every Student Succeeds Act, is based on the same test-based and market-driven framework and ideology, except it lets the states do it.”

“Organizer is kind of a grand term for what I was doing. I answered an ad that the Presbyterian Church of Chicago put up on college campuses. I was at the University of Kansas, and it's somewhat relevant to my life and work that I'm a Jew. But they weren't doing a religious litmus test. They wanted energetic, civil-rights-committed college students to come help them run some summer programs.”

“I think [testing] has had a profoundly problematic impact on student learning. It must seem to students that their worth as individuals is equivalent to their test score. The stress the high stakes culture has on teachers is also highly negative and must surely impact students in a negative way. It also de-professionalizes teachers because it encourages them to be script readers, followers of rigid schedules, and to disregard the needs of the people they teach in favor of the scripts and schedules.”

“I am relieved that, in my own teaching, I don't have to moderate between high stake teaching and education for the virtues. If I did, I would give students the tools to take the tests but not spend an inordinate amount of time on test prep nor on 'teaching to the test.' If the students, or their parents, want drill in testing, they'd have to go elsewhere. As a professional, my most important obligation is to teach the topic, skills, and methods in ways that I feel are intellectually legitimate.”

“All subjects are the same. I memorize notes for a test, spew it, ace it, then forget it. What makes this scary for the future of our country is that I'm in the tip-top percentile on every standardized test. I'm a model student with a very crappy attitude about learning.”

“An aptitude test established architecture as an alternative [career]. But what decided the matter for [Teddy Cruz] was the sight of a fourth-year architecture student sitting at his desk at a window, drawing and nursing a cup of coffee as rain fell outside. 'I don't know, I just liked the idea of having this relationship to the paper and the adventure of imagining the spaces. That was the first image that captured me.”

“We constantly see surveys that reveal this ignorance, especially among our high school students,78 percent of whom, in a recent nationwide multiple-choice test, identified Abraham Lincoln as 'a kind of lobster.' That's right: more than three quarters of our nation's youth could not correctly identify the man who invented the telephone.”

“He said he "admired our courage" but didn't want to see us do anything to "damage our promising futures." He felt "proud as an American" that we had "exercised our right to peaceful free expression." But if we did it again, he didn't "know what action the state board of education might take against individual students." Translation: You've had your fun. Now sit down, shut up, and take the freakin' test. Or else.”

“Poets are excellent students of blizzards and salt and broken statuary, but they are always elsewhere for the test. Any intention in the writing of poetry besides the aim to make a poem, of engaging the materials, SHOULD be disappointed. If the poet does not have the chutzpah to jeopardize habituated assumptions and practices, what will be produced will be sleep without dream, a copy of a copy of a copy.”

“One of the first things we teach medical students is to listen to the patient by taking a careful medical history. Ninety percent of the time, you can arrive at an uncannily accurate diagnosis by paying close attention, using physical examination and sophisticated lab test to confirm your hunch (and to increase the bill to the insurance company).”

“To improve our schools, we have to humanize them and make education personal to every student and teacher in the system. Education is always about relationships. Great teachers are not just instructors and test administrators: They are mentors, coaches, motivators, and lifelong sources of inspiration to their students.”

“On May 15, 1957 Linus Pauling made an extraordinary speech to the students of Washington University. ... It was at this time that the idea of the scientists' petition against nuclear weapons tests was born. That evening we discussed it at length after dinner at my house and various ones of those present were scribbling and suggesting paragraphs. But it was Linus Pauling himself who contributed the simple prose of the petition that was much superior to any of the suggestions we were making.”

“A psychologist once asked a group of college students to jot down, in thirty seconds, the initials of the people they disliked. Some of the students taking the test could think of only one person. Others listed as many as fourteen. The interesting fact that came out of this bit of research was this: Those who disliked the largest number were themselves the most widely disliked. When we find ourselves continually disliking others, we ought to bring ourselves up short and ask ourselves the question: "What is wrong with me."”