A group of Massachusetts professors and researchers have banded together to craft a statement against high stakes standardized testing and present it to the Massachusetts Commissioner of Education, the Secretary of Education and the Board of Elementary and Secondary Education (BESE). To read the entire statement click here: http://matestingstatement.wordpress.com/statement/  To see the list of professors and researchers that endorsed it go here: http://matestingstatement.wordpress.com/about/ 
Below is a quoted snippet from the statement:
Researchers have documented, and a nine-year study by the National Research Council (Hout & Elliott, 2011) has confirmed, that the past decade’s emphasis on testing has yielded little learning progress. Further, testing experts and the test-makers themselves have consistently warned against using standardized tests for high-stakes decisions such as graduation or retention, or to hire, fire, or reward teachers (AERA, 2000). The tests provide only a snapshot of a limited range of knowledge and skills, so they can provide only limited information to teachers. Because the tests are not designed to determine teacher effectiveness, no accurate conclusions can be drawn about an individual teacher from her students’ test scores. Research indicates that a teacher’s impact on student learning cannot be reliably isolated from the myriad other factors that impact student learning (Baker et al., 2009). Finally, test experts have shown that test scores can be raised without increasing true student learning (Koretz, 2008), and that the higher the stakes attached to a test, the less trustworthy the test scores are.