Standardized tests typically include components that gauge a student's memory of basic learned facts and concepts, as well as his ability to think critically and reason logically. In a December 2012 column, Mike Flynn of the Tutoring Club of Cupertino, California pointed out that teachers typically don't have as much time to help students develop logical reasoning ability in classes. This puts emphasis on rote memory skills in typical classrooms. Because of this, even students that do well on class tests struggle on math, science and reading tests that require reasoning.
As of 2013, school performance on standardized tests is linked to educational funding and prestige. Thus, many schools and teachers try to develop classes and curriculum around the concept of "teaching-to-tests." This strategy means that the educational focus is on helping students perform well. A challenge is that each test is different in structure and application. In some cases, the test topics don't align with textbook teaching or classroom instruction. Thus, a student may score well on one test and very poorly on another, depending on how well it aligns with his particular academic training.
One of the simplest explanations for why students perform poorly on any tests, including standardized versions, is a condition known as test anxiety. Some students simply get fearful or nervous in advance of an important test. Many students view standardized tests as more critical than school tests because of their rarity or importance in getting into college. Anxious students may struggle to get adequate rest, eat a proper breakfast and show up with sharp mental focus. In essence, a student could have a bad day and perform significantly worse on a test than their academic capability suggests.
Test bias means that a standardized test assesses factors that some students may or may not have experience with for uncontrollable reasons. A reading comprehension assessment with an anecdote describing harsh winter conditions may allow more intuitive responses from a student living in a cold weather climate, for instance. Two separate Stanford University studies published between 2011 and 2012 also suggested that racial stereotypes and income-level may play a role in standardized test performance. Whether these results reveal bias in education, benefits of high-priced academic training or test bias is debated.