Abstract
The Factory Models of the 1900's had a significant and lasting impact on the educational curriculum and testing frameworks developed in America's public schools. The child was viewed as a product, the school was designed as an educational factory, and standardized testing became the quality control mechanism for measuring educational progress. The effects of these structures can still be seen in today's public school organizations. Breaking free of the limiting effects of standardized testing requires changes in teacher education, school organization, curriculum frameworks, and especially, the methods of assessment currently used in public schools. Viewing assessment as 'reflective inquiry' rather than the measurement of accumulated facts, requires time, a new perspective, and dialogue among educators.
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