Educational Testing: Measuring and Remedying Achievement Gaps

Abstract Achievement gaps, as measured by standardized tests, are inextricably related to educational goals, standards, norms, and benchmarks for student learning outcomes. I revisit conventional approaches to educational testing to measure achievement gaps—norm‐referenced, criterion‐referenced, and potential‐referenced tests. I explore and discuss a paradigm shift from “passive” tests to “responsive” tests that promotes the diagnosis and remediation of achievement gaps. Particularly, I propose an environment‐referenced approach to testing with the specification of desired learning opportunities and environment conditions that enable students to meet upgraded achievement norms, standards, and benchmarks.