Standardized tests were meant to provide everyone with a standard—to enable schools, parents, and policymakers to compare performance between regions or backgrounds. Sounds great in theory. But in practice, these tests usually gauge the ability of a student to perform on an exam, not what they know and how they use it.

For many children, particularly those who perceive differently, who struggle with language, or who simply get anxious about testing, typical tests do not reflect their true potential. A thinker, a solid problem-solver, or an applied-skills student may not perform well on a multiple-choice test, but perhaps would do amazingly well in the world.

That’s not to say that tests aren’t useful—they identify holes and keep the schools in line. As one measure of capacity, though, they fall short. Increasingly, educators now subscribe to a balanced indicator: applying tests such as projects, presentations, and portfolios in addition to the conventional tests. That way, we prize not just memorization, but creativity, collaboration, and critical thinking as well.

Ultimately, the best indicator of student ability is not one test score—it’s a more complete picture of what they are like as students and thinkers.