Kimberly Mayo

Even so-called criterion-referenced tests are often written with norm distributions in mind—meaning they’re designed so that about half of students will miss key questions, no matter how well they’re taught. That’s not a measure of learning; it’s a mechanism for ranking. When every student could master the material, but the system still demands a curve, we’re not assessing growth—we’re maintaining the illusion of rigor. Because if tests were truly written on grade level—without tricks, traps, or inflated complexity—and 80% of students met or exceeded the standard, testing companies would be out of business by morning. The system doesn’t reward mastery. It monetizes failure.