 Now, there is a criticism of standardized norm reference assessments. Standardized norm reference assessments have been the backbone of educational and psychological assessments for decades. However, these texts have been criticized for a variety of reasons including limited validity, limited reliability, cultural bias and narrow folk. See, it is important that we have made some benchmarks, some rules for every stage that the child has to come here. And like all four-year-olds, they can communicate in a single word or in a single sentence or they can tell their parents' names, or they can tell their institution's names. There are some standards that the patterns, the norms, i.e. the children of the world, what can they do? So, some pattern psychologists have identified. So, we check the development of our children on those patterns, whether they have come from other children or from other children. So, this is correct till now. But if the children are condemned on the basis of those norms, or they are humiliated, or they are told that they have been left behind, they are weak, they are not worthy, this is not correct. This is why there are many experts in our psychology and educationists who say that standardized tests should not be taken. They have some reasons. Like they say that their validity is limited. That is, validity is that you should do the same test, you should see the same test that is prepared to be seen. But how can you do this? Like we said, a small child is in developmental processes, maybe he is a little behind, maybe he is a little ahead. And the one thing that you want to measure, is that there are many factors to influence him. First of all, he is not getting an addition. So, it does not mean that his mathematical concept is not right. Maybe his mood is not right, maybe his muscle-brain coordination was not right, he was not able to write properly. So, either he is socially scared or he has anxiety. So, there are many factors that are affecting him at the same time. So, our standardized tests are not valid. Likewise, they are not reliable. You should do the same test, that if they give children like this, then they will have different results. The reason for this is that, as I said, when a developmental process is going on, it is not clear yet. It is not clear that children will go to this place and behave like this. Maybe there are many factors that are helping him and some are hindering him, some are stopping him. There is a special behavior to be disposed of. So, it can be a cultural bias. Some are standardized. It is made for all children. Thousands of children, hundreds of children, are put in the same place at the same time. So, the cultural bias, the children of Pakistan will be different from the Korean children, American children, British children or the children of the whole world. So, how can you do that every kind of child with the same test, whose context is different, the things to learn are different, the environment is different. So, you cannot argue with him. And then, his focus is also narrow. He does a few things. He doesn't do other things. Pressure on students and teachers. Now, the standardized test, as I said, is to see the norms. This is the norm, this is the pattern. All the children should come here. So, this is a lot of pressure. It is also good for the children. I have to get down to this level. The students also come to the pressure on teaching the test. And now, it is also about how to solve the test, how to clear its instructions. There are many times when children cannot understand the test if its instructions are very complex. Then, the high stakes, as I said, we understand that our expectations are more. That these expectations should be fulfilled by our children. Nowadays, the private schools or public schools, in comparison, have increased their standards. Over emphasis on individual achievement. And we understand that no child, is weak, or strong, behaves the same way. So, the norms are the same. But our psychology says that there are a lot of individual differences. Each child is different from the other. Each child is developing differently. So, how can they perform differently? So, limited assessment of non-cognitive skills. Next, you give paper-pencil test. Now, paper-pencil test is just checking your writing ability. Or you are checking your cognitive ability. Your social ability, your moral ability, your adjustment ability, so, limited concept of norm test. And then cost. Standardised tests are done in one place at a time. So, there is a big cost. So, we suggest that the assessment should not be standardised. Rather, on an individual basis, on a contextual basis, on a cultural basis, it should be in business. The assessment should be according to the potential so that it does not become a burden on anyone, including the child.