Understanding Author Academic Disciplinary Background to Direct a More Effective Use of Standardized Testing Within the School Community

Abstract

Standardized testing is an external control mechanism for K-12 public schools. Principals, nested between internal and external influences, must manage the tension created by testing’s roles as both an internal improvement tool and as an external control mechanism. Five competing narratives, each shaped by author academic background, significantly influence this tension. The testing literature is complex, but understanding these five main narratives can enable a principal to more effectively and proactively lead the testing narrative within their own school community.