Toward an Integral Approach to Standardized Testing
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This article uses the Integral model and the eight zones of Integral Methodological Pluralism (IMP) to explore the landscape of standardized testing. The main inquiry is centered around three elements: 1) what makes a particular student a “good tester,” 2) practices and methodologies that can contribute to higher scores, and 3) sociocultural concerns about the tests and the predominant role they play in the admissions process. The work of Stanley Kaplan, a pioneer in the ﬁeld, is used as an illustration for how IMP can deepen understanding and reveal why particular approaches have proven eﬀective. In the individual dimensions, IMP also suggests new ways to supplement existing methods. Finally, in looking at the collective dimensions, attention is paid to the apparent bias that manifests as consistent racial/ethnic discrepancies in scores.