Arguments in support of standardized testing are critically analyzed. Usual criticisms of such tests are summarized as relatively unimportant. However, two basic criticisms are offered: the competitive nature of scoring standardized tests and their lack of content validity. The test-makers contention that tests are neutral and simply need to be administered by better trained personnel is dismissed as a false argument. Other supports for standardized testing as predictive, guidance and diagnostic instruments are also critized. Links between standardized testing and other trends in education are identified. These movements include compensatory education, accountability, and a narrowing of the school's goals to basic skills. Relationships are drawn between the standardized testing movement and the control of the school curriculum. Essentially, the paper contends that standardized testing directly and indirectly supports antieducational goals. (Author)