Learning About the Past to Leave it Behind: Eugenics & Norm-Referenced Educational & Psychological Testing.

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Bibliographic Details
Title:	Learning About the Past to Leave it Behind: Eugenics & Norm-Referenced Educational & Psychological Testing.
Authors:	Brumley, Benjamin¹, Brumley, Lauren¹, Morrison, Dana¹
Source:	Critical Questions in Education. Winter2026, Vol. 17 Issue 1, p40-56. 17p.
Subject Terms:	Competency tests (Education), Psychological tests, Standardized tests, Teacher education, Eugenics, Scientific racism
Geographic Terms:	United States
Company/Entity:	Educational Testing Service
Abstract:	Over the past century, standardized educational testing has become deeply embedded in practice, policy, and teacher preparation in the United States. Institutions, most notably the Educational Testing Service, have been influential in shaping and promoting these practices. Yet the origins of standardized, norm-referenced educational and psychological tests are closely tied to early 20th-century eugenics and scientific racism. Although these practices have been challenged and critiqued for more than a hundred years, teacher educators are still expected to learn and use them. This article traces the historical development of standardized testing, highlights long-standing critiques of norm-referenced measurement, and concludes with recommendations for preparing future teacher educators to understand the historical influence of eugenics on the field. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
Abstract:	Over the past century, standardized educational testing has become deeply embedded in practice, policy, and teacher preparation in the United States. Institutions, most notably the Educational Testing Service, have been influential in shaping and promoting these practices. Yet the origins of standardized, norm-referenced educational and psychological tests are closely tied to early 20th-century eugenics and scientific racism. Although these practices have been challenged and critiqued for more than a hundred years, teacher educators are still expected to learn and use them. This article traces the historical development of standardized testing, highlights long-standing critiques of norm-referenced measurement, and concludes with recommendations for preparing future teacher educators to understand the historical influence of eugenics on the field. [ABSTRACT FROM AUTHOR]
ISSN:	23273607