How can one compare test scores from year to year, when very different problems are used? (If similar problems are used year after year, teachers and students will learn what they are, students will practice them: problems become exercises, and the test no longer assesses problem solving).[5]
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Tests vary in style, rigor and requirements. There is no general consensus or invariable standard for test formats and difficulty. Often, the format and difficulty of the test is dependent upon the educational philosophy of the instructor, subject matter, class size, policy of the educational institution, and requirements of accreditation or governing bodies.
A test may be administered formally or informally. An example of an informal test is a reading test administered by a parent to a child. A formal test might be a final examination administered by a teacher in a classroom or an IQ test administered by a psychologist in a clinic. Formal testing often results in a grade or a test score.[2] A test score may be interpreted with regards to a norm or criterion, or occasionally both. The norm may be established independently, or by statistical analysis of a large number of participants.
A test may be developed and administered by an instructor, a clinician, a governing body, or a test provider. In some instances, the developer of the test may not be directly responsible for its administration. For example, Educational Testing Service (ETS), a nonprofit educational testing and assessment organization, develops standardized tests such as the SAT but may not directly be involved in the administration or proctoring of these tests.
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The word Luddism refers to a popular movement emerged in England in the early nineteenth century, led by artisans who protested against the growing use of machines in the productive process – especially threshers and looms -, they considered that their use destroyed the employment and deteriorated the working