What Standardized Tests Don't Assess

Of all the learning goals listed below, standardized testing provides information on perhaps communication - but only in a very limited way and at a stretch technical competence.

From:

Savery, John R. (2006) "Overview of Problem-based Learning: Definitions and Distinctions," Interdisciplinary Journal of Problem-based
Learning: Vol. 1: Iss. 1, Article 3.
Available at: http://docs.lib.purdue.edu/ijpbl/vol1/iss1/3


The use of PBL in undergraduate education is changing gradually (e.g., Samford University,
University of Delaware) in part because of the realization by industry and government
leaders that this information age is for real. At the Wingspread Conference (1994) leaders
from state and federal governments and experts from corporate, philanthropic, higher
education, and accreditation communities were asked for their opinions and visions of
undergraduate education and to identify some important characteristics of quality performance for college and university graduates. Their report identified as important high-level
skills in communication, computation, technological literacy, and information retrieval
that would enable individuals to gain and apply new knowledge and skills as needed. The
report also cited as important the ability to arrive at informed judgments by effectively
defining problems, gathering and evaluating information related to those problems, and
developing solutions; the ability to function in a global community; adaptability; ease with
diversity; motivation and persistence (for example being a self-starter); ethical and civil
behavior; creativity and resourcefulness; technical competence; and the ability to work
with others, especially in team settings. Lastly, the Wingspread Conference report noted
the importance of a demonstrated ability to deploy all of the previous characteristics to
address specific problems in complex, real-world settings, in which the development of
workable solutions is required. Given this set of characteristics and the apparent success
of a PBL approach at producing graduates with these characteristics one could hope for
increased support in the use of PBL in undergraduate education.