Relax, it's just a test! Imagine a world where a child's future depends entirely on what they receive in a single exam score. Then, imagine the score being analyzed, compared, and shared with school officials across the state. In reality, this happens, and on many occasions, for the wrong purpose and has largely contributed to students' false assumptions due to the inaccuracy of these scores. Standardized tests, the definition is in the word itself; any test administered in the same setting, at the appropriate age range, and based solely on specific standards that students were hoped to master. But what do you really gain from these particular exams? Perhaps it is the single digit produced that so easily defines a person's overall intelligence. In society, a number is assigned to everything, whether it be a price or the stock market, leaving one to believe that our society values ​​quantity over quality. In other words, our society does not evaluate what makes sense of whatever a person is doing, but how well he or she is doing it. This implies that a numerical value that determines the fine line between success and failure is all the reassurance needed, nothing more, nothing less. Standardized tests can provide a simple way to measure the effectiveness of schools and particularly students, but many people don't realize that the process of learning and understanding that takes place in a classroom is not always quantifiable. First, intelligence comes in such a variety of forms. According to psychologist Howard Gardner, he identifies eight types of intelligences, linguistic, logical, musical, bodily/kinesthetic, spatial, naturalistic, intrapersonal and interpersonal. ...... half of the paper ...... rigorous tests, state-mandated standardized tests, and tests from textbooks received the lowest scores. Furthermore, Charlotte Danielson, an authority on teacher effectiveness, observed: “None of the 21st century skills can be assessed with a multiple-choice test.” He states that the ease and simplicity of these tests comes from the fact that a measurable "number" is provided, but the fact that "teaching is too complex to be captured in this way", once again demonstrates the ineffectiveness of these tests required (Rebora). From the above survey, obviously, educators across the state disagree on whether a single multiple-choice test has the power to show students' overall knowledge. These tests do not allow students to apply what they have learned or promote higher-level thinking. They offer nothing more than exercises to allow students to cram as much information into their minds as possible.