Blog post by Xiaodong Wu, Global Nexus Education
Introduction
Standardized testing has long been a gatekeeper in higher education admissions. From the SAT and ACT in North America to the Gaokao in China, the CSAT in South Korea, and the A-Levels in the UK, these exams have served as shorthand for academic ability and college readiness. Yet, recent shifts—accelerated by the COVID-19 pandemic, digital learning, and generative AI—are prompting a global reckoning: are these assessments relics of the past, or evolving tools fit for the future?
As testing policies diverge, universities must confront a fundamental question: Are we witnessing the decline of standardized testing, or its strategic reinvention?
The Rise (and Staying Power) of Test-Optional Policies
In 2020, the pandemic catalyzed a wave of test-optional policies as logistical barriers and equity concerns took center stage. By 2024, over 80% of U.S. four-year institutions had gone test-optional, with systems like the University of California adopting a test-blind stance (FairTest, 2024).
Empirical research from Belasco et al. (2022) and Geiser (2020) found that test-optional policies can enhance racial and socioeconomic diversity without compromising academic performance, persistence, or graduation rates. Similarly, Bastedo et al. (2018) showed that these policies may help universities better align with holistic review practices, especially when admissions teams receive training in implicit bias and contextualized review.
Other nations followed suit. In Canada, most universities temporarily or permanently waived SAT/ACT requirements for U.S.-based applicants, while many institutions in Australia and New Zealand shifted toward portfolio-based assessments.
A Surprising Reversal: The Return of Testing at Select Elite Institutions
Despite the wave of reform, several elite U.S. institutions reversed course. In 2024, Harvard, Dartmouth, Yale, and MIT announced they would reinstate test score requirements, citing longitudinal data showing that standardized scores—when contextualized—can provide predictive validity that grades alone often lack (Yale Admissions, 2024).
Harvard’s Dean of Admissions argued that tests offer “a common yardstick” amid widespread grade inflation and inequities in high school quality. Their decision echoed arguments by Carnevale et al. (2020) that selective universities may inadvertently favor privilege when holistic admissions overemphasize extracurriculars, essays, and subjective metrics.
Similar moves are underway globally. In France, some grandes écoles reinstated entrance exams in 2024, citing concerns about AI-generated application materials and a loss of academic rigor (The Times UK, 2024).
Three Emerging Issues Shaping the Debate
1. Equity vs. Objectivity
Critics contend standardized tests reflect and reinforce privilege. Wealthier students disproportionately access elite test prep, coaching, and favorable learning environments, often leading to skewed results (Sackett et al., 2023). Moreover, communities of color face historical underrepresentation and structural disadvantage.
However, recent research by Hiss & Franks (2014) and Sackett et al. (2023) suggests that when used alongside demographic context, test scores can help identify high-potential students who may otherwise be overlooked—particularly from schools with inflated GPAs or lacking AP/IB coursework.
Some have called for “admissions equity audits” (Howard, 2023) to assess whether removing tests truly enhances fairness or merely shifts bias elsewhere.
2. Digital Testing and the AI Dilemma
In 2024, the SAT went fully digital, adopting adaptive questions and real-time proctoring (College Board, 2024). The move has reduced anxiety for some students but raised new concerns about algorithmic bias, tech access gaps, and test security.
Simultaneously, AI platforms like ChatGPT are revolutionizing how students approach writing. Personal essays and take-home assignments are now harder to assess for authenticity, sparking renewed interest in timed, proctored assessments (Times of India, 2024; OpenAI & Education Futures, 2024).
Some institutions are exploring hybrid assessments—combining live writing samples, interviews, and machine-scored standardized tasks to reduce AI misuse while still capturing critical thinking.
3. Global Fragmentation and Cultural Contexts
Globally, trends are diverging. The Gaokao in China and Suneung (CSAT) in South Korea remain central to university admissions, deeply embedded in cultural expectations of meritocracy and national identity. Yet critics in these countries raise concerns about student mental health and creative stagnation.
In contrast, institutions in Germany and the Netherlands place greater weight on high school performance, vocational aptitude, and alignment with academic programs. The UK’s UCAS system has begun exploring post-qualification admissions to reduce the predictive role of A-level forecasts.
Meanwhile, in Sub-Saharan Africa, standardized assessments are under scrutiny as international partnerships seek more holistic and equitable talent pipelines (African Union, 2023).
Where Do We Go From Here?
We are not witnessing a binary collapse or endorsement of standardized testing. Instead, a multi-speed transformation is underway. While some universities double down to preserve rigor and detect AI misuse, others move away to foster access and reduce stress.
The future likely lies in flexible, contextual, and hybrid approaches—balancing quantitative metrics with qualitative review, integrating proctored assessments with portfolios, and ensuring transparency in how decisions are made.
Expanded Reading List and Literature
- Hiss, W. C., & Franks, V. W. (2014). Defining Promise: Optional Standardized Testing Policies in American College and University Admissions. NACAC.
- Carnevale, A. P., Smith, N., & Strohl, J. (2020). The Merit Myth: How Our Colleges Favor the Rich and Divide America. Georgetown University Center on Education and the Workforce.
- Geiser, S. (2020). The Growing Disconnect Between High School Grades and College Admissions. UC Berkeley, CSHE.
- Bastedo, M. N., Bowman, N. A., & Jaquette, O. (2018). Test-Optional Admissions and Student Diversity. Educational Evaluation and Policy Analysis.
- Howard, T. C. (2023). Why Race and Culture Matter in Schools. Teachers College Press.
- OpenAI & Education Futures (2024). Navigating AI in the Classroom: Tools, Risks, and Pedagogical Shifts.
- African Union (2023). Continental Education Strategy for Africa: AI, Digital Learning, and Access.
- Zhao, Y. (2021). An Education Crisis Is a Terrible Thing to Waste: How Radical Changes Can Spark Student Learning. Teachers College Press.
- Wang, Y. (2022). Cultural Validity in Global Assessments: Rethinking Standardized Metrics in East Asian Contexts. Comparative Education Review.
- OECD (2023). AI and the Future of Assessment: Balancing Innovation and Integrity. Paris: OECD Publishing.