One of the concerns with standardized testing, especially standardized intelligence tests, is that they do not appropriately take into account cultural differences. For example, a child from a Hispanic background may not have perfect English language skills, and as a consequence may do very poorly in an entire standard test, even though she might read and write in Spanish perfectly and have full command over subjects of test in that language. In addition, a standardized intelligence test often tests learned skills that a child from a disadvantaged background might not have learned, despite the fact that he is very intelligent.
One of the goals when assessing standardized tests is to decide if changes need to be made to the way students are being taught. Unfortunately, there is a tendency to use the results to push for teaching that is directed towards helping the student do well on the specific test rather than actually achieving a full grasp of the subject involved. This "testing to the test" approach often results in lower quality education.
One of the concerns that some people have with the current trend towards assessing results from standardized tests as they relate to the new learning goals and guidelines. This may have the effect of trying to force the test results to fit with these goals, rather than interpreting them in a way that best expresses the education abilities and needs of the student.
One of the dangers of the assessment process is that the officials-in-charge will decide to immediately enact major changes based on the results. This can be very disruptive, and is virtually impossible to do well. It is wiser to use the results gleaned from the assessment to decide on a series of changes that will be gradually implemented. This will give both the instructors and the students the time they need to adapt to the new approach.