Marion Brady, who started teaching high school in 1952, went to a 50-year high school class reunion and spoke with some of the graduates:

Not surprisingly, a few became teachers. Without exception, those who talked to me at the reunion had no regrets. But also without exception, none of them would now encourage anyone to enter the field. Reason Number One: Standardized, machine-scored, high-stakes tests.

If that comes as a surprise, credit corporate America’s successful promotion of the idea that test scores say something important. Opposition to the present orgy of testing is now wrongly interpreted as unwillingness to be held accountable.

For those who buy that fiction, a list of some of the real reasons for educator opposition may be helpful.

Among Brady’s list:

Teachers oppose the tests because they provide minimal to no useful feedback; are keyed to a deeply flawed curriculum adopted in 1893; lead to neglect of physical conditioning, music, art, and other, non-verbal ways of learning; unfairly advantage those who can afford test prep; hide problems created by margin-of-error computations in scoring; penalize test-takers who think in non-standard ways.

Teachers oppose the tests because they radically limit their ability to adapt to learner differences; encourage use of threats, bribes, and other extrinsic motivators; wrongly assume that what the young will need to know in the future is already known; emphasize minimum achievement to the neglect of maximum performance; create unreasonable pressures to cheat.