5. Standardized tests are used in many circumstances as we have noted here, especially as admission requirements and sometimes as graduation requirements. In Ontario, the Grade 10 Literacy Test is a graduation requirement. In British Columbia, some provincial examinations must be used as part of a student's final grade. Many universities make use of standardized tests for admission. What is the benefit of having a province-, state-or country-wide test to assess student achievement? What disadvantages are there in using such tests? Should we have provincial examinations for grade 12 courses in order that marks are more easily comparable across the province or across the country? When students take a course a second time, their mark often improves. In the past, only the most recent mark was submitted to universities, which sometimes resulted in an over-inflation of a student's marks. Universities caught on to this practice of some students and now require that both grades be submitted. A final grade in a course is affected by many unseen factors as well: different teaching methods, more capable or more serious students in the classroom setting, tests that focus more on problem solving and application rather than understanding and knowledge of facts. Even changing only a few questions on a test or exam can drastically affect the marks students receive and thus affect their final mark for a course. How might universities reconcile all the factors that affect student marks from one high school to another? 5. Standardized tests are used in many circumstances as we have noted here, especially as admission requirements and sometimes as graduation requirements. In Ontario, the Grade 10 Literacy Test is a graduation requirement. In British Columbia, some provincial examinations must be used as part of a student's final grade. Many universities make use of standardized tests for admission. What is the benefit of having a province-, state-or country-wide test to assess student achievement? What disadvantages are there in using such tests? Should we have provincial examinations for grade 12 courses in order that marks are more easily comparable across the province or across the country? When students take a course a second time, their mark often improves. In the past, only the most recent mark was submitted to universities, which sometimes resulted in an over-inflation of a student's marks. Universities caught on to this practice of some students and now require that both grades be submitted. A final grade in a course is affected by many unseen factors as well: different teaching methods, more capable or more serious students in the classroom setting, tests that focus more on problem solving and application rather than understanding and knowledge of facts. Even changing only a few questions on a test or exam can drastically affect the marks students receive and thus affect their final mark for a course. How might universities reconcile all the factors that affect student marks from one high school to another