The first recorded use of standardized testing occurred in France at the end of the 19th century and the start of the 20th century. France began to require all students attend some school, and educators and administrators foresaw the problem of special education. To assess the abilities of children, the French government commissioned Theodore Simon and Alfred Binet to study this issue. They came up with what we now call an "IQ test."
Intelligence tests are standardized tests that aim to determine how a person can handle problem solving using higher level cognitive thinking. Often just called an IQ test for common use, a typical IQ test asks problems involving pattern recognition and logical reasoning. It then takes into account the time needed and how many questions the person completes correctly, with penalties for guessing. Specific tests and how the results are used change from district to district but intelligence testing is common during the early years of schooling.
Standardized testing in schools for academic progress and intelligence are not the same, although they use similar questions and methodologies. Academic progress tests such as the Iowa Basic Skills Test give schools an idea of how their students perform on a national level in core areas and how well the school has taught certain subjects. While intelligence tests are often used for gifted and talented programs, academic progress tests usually identify poor performance among students and the effectiveness of teaching.
Colleges often require results from a standardized test, such as the SAT or ACT, to measure college readiness. College entrance exams are similar to other academic progress exams but require a higher level of reading and mathematics. The SAT and ACT allow colleges to measure the aptitude of different applicants, instead of having to compare the scores of many tests, classes and grades from different schools.
Standardized testing has received criticism from psychologists, educators and parents. Criticism of academic testing often focuses on linguistic biases against minorities, the testing methods that may not work for all types of students and negative reinforcement of lower performing students.