They should certainly have taken a very long, hard look at their approach to testing, which was, frankly, ridiculous. And, as you say, harmful -- like. Why were we wasting SO MUCH TIME every year on testing? (And for gifted classes, you had the years of "little tests," which meant just a week or so of disruption, but you also had the years of "big tests," which meant SO much more wasted time.)

Fun fact: in college, I took a course on psychological assessment. And we took the instruments we were learning about. I'd taken all but three of them before. No one else had taken more than two, and most people had never taken any. (The professor's opinion of my testing history was just an anguished wail of "WHY?")