The Problem with Standardized Tests - Research Paper Example

Task: Standardized assessment Standardized assessment is a test in which an identical test is given in the same way to test takers. The testing also involves comparison of performance to a pre-established standard. The method has existed as a measuring instrument in the U.S for several decades. Standardized testing is highly likely to have begun in the early 1900’s. This was a way of evaluating an individual’s intelligence quotient. In the First World War, the army used tests to determine the eligibility of people in joining the army. Consequentially, schools adopted standardized testing in determining the eligibility of joining colleges. There have been varied views on the matter as others support it while others object to the use of identical tests in testing the competency of learners. It has been widely applied in determining the ability of a student to move to the next level. They, especially, measure a student’s ability at mastering given content. States also use the system as required by the federal laws to assess the capability of a student. Educationists have relied on standardized testing because of its perceived objectivity. This method of assessment, however, constrains the real role of leaning. This method of assessment creates an unnecessary competition that pressurizes students to overwork themselves. Research shows that it is unproductive to work under pressure. Students work under pressure in order to avoid the punishment associated with poor performance. This result to anxiety among young children as critical educational decisions are made based on standardized testing. Students end up suffering as the pressure to portray good performance weights heavily on them. Sociologists argue that perceived intellectual abilities closely relate to conception of the self. Students, therefore, who do not manifest relatively high performance, suffer from reduced self worth. The theories of sociologists, such as Emile Durkheim, propose that everyone should receive education. In this view, not only the intelligent students should receive education. This is because every person has entitlement to acquire knowledge. In addition, since education seeks to transform the whole society, every individual should receive the education that is appropriate for living a worthy life. In spite of this complaint, the corporate world blames the education system for not realizing that the outside world is even more demanding than the pressure perceived in schools. In this view, standardized tests should be a means of creating consistency in learners as they deliver on deadlines (Augustine 1). In close relation to this concept, standardized testing may help towards instilling discipline in a learner. This is because delivering impressive performance requires that students work hard to master given concepts within a strict schedule. The knowledge economy currently demands more skills from workers, which necessitate intense study of subjects. Standardized assessment can result to low morale to the community concerned. Parents, teachers, and students experience anxiety and stress due to standardization assessment. In case of low results can at times be low unexpectedly, an involved community is perceived as incompetent. Consequently, an affected school community unnecessarily suffers from low morale. Indications of poor performance make teachers lose the motivation in assisting students to succeed. Furthermore, students become frustrated, as poor results connote poor performance in class. In addition, parents lose the motivation in steering towards exemplary adulthood lives. This method of assessment also constrains the flexibility of teachers. Teachers, as deliverers of knowledge, should possess the freedom of teaching multiple subjects to learners. This improves the experience of delivering knowledge as teachers impart knowledge that they deem fit to learners. Standardized testing, however, compels teachers in only teaching subjects that are tested in a particular learning period. It is, however, essential to note that standardized testing thrives on the behaviorist school of thought whereby remarkable performance attracts rewards while less impressive performance attracts punishment. Researchers have uncovered that standardized testing helps in discovering students’ innate talents and gifts. This is because a student is highly likely to manifest impressive performance in an area of one’s interests. Standardized testing, therefore, promotes a meritocracy whereby the hardworking student attains the best rewards while the lazy student attains mediocre results. In this view, the standardized testing eventually makes a student acquire the best behavior possible. A consistent evaluation consequently highlights one’s strengths and weaknesses (Wahlberg 1). Standardized tests, therefore, help a student specialize in an area of interest and ability. In the end, educationists help students capitalize on their strengths while helping students manage their weaknesses. The learning environment, therefore, provides the platform for making productive career choices in life. The federal state relies on standardized assessment as a means of evaluating the performance of schools. It is the recommended method for use by schools to promote students to the next level. However, the federal government can use the result to disqualify schools from accessing federal funding. The schools who perform poorly are given time to adjust their scores (Hargreaves 134). If there is no positive change in scores within the stipulated time, the schools face either major restructuring or government takeover. In addition, there are repercussions that teachers experience due to poor performance. This has led to teachers being tempted to cheat in order to avoid the punishments. This argument ignores the fact that the federal funding requires a criterion that is reliable in ensuring proper performance in schools. Standardized testing shifts the mode of learning from being knowledge-oriented to examination-oriented. Students end up losing focus on real learning, as they for examinations. Teachers feel the pressure of working towards increasing the test scores of students. Those who do not produce good results risk losing their jobs. As a result, teachers face the pressure of orienting learning towards examination. Lessons drill students to pass examination rather than get authentic learning. In this mode of learning, undertaking examinations become like sports’ championship. The education system, therefore, ignores the core role of education in societies. John Dewey, on sociology of education, argues that education should concentrate on sociological and psychological qualities of learners (Craft, Anna, Jeffrey, and Leibling 128). This means that students learn without even recognizing the same. A student, hence, should become the embodiment of an education system that one receives. This promotes insight into everyday societal issues. On the other hand, examinations distort the real goal of learning that educationists should achieve. In this frame, standardized testing constrains teachers’ ability to instill creativity and independent thinking in students. The system is also biased. Students from low-income areas are taught differently from those in elite schools. The standardized tests, therefore, are not reliable in evaluating students in different environments. Learners in low-income areas are highly likely to attend schools that are not well equipped. Inadequate facilities of learning and poor conditions of learning deter learners from effectively competing with the students from high-income families. The students from underprivileged families suffer the fate of unfair competing that locks them out of prospective career and employment opportunities (Katz 84). This measure of performance, therefore, does not provide properly standardized parameters to indicate results. In this view, it is essential to note that standardized testing concentrates more on the academic rather than on the intellectual development of learning. Proper learning should promote the understanding of the self, understanding of the one’s environment, and derivation of solutions for societal problems. Examinations, however, exhaust the energy of learners and teachers towards promoting such intellectual development. Intellectual development, in this sense, entails the encompassing development of a learner that comprises enhancement of reasoning faculties and the attainment of emotional maturity in a person (Zalan 1). Quantitative assessments can only reveal the easily observable aspect of one’s learning ability. Some schools of thought argue that even though there is this realization among many stakeholders of education, there is hesitance towards change because of the costs involved in quality assessments. Elite institutions of learning, in America, utilize high-level tests that unearth critical abilities of students. For instance, AP exams examine students in constructing logical explanations, analyzing and interpreting texts, and putting facts into context. AP examinations, however, are expensive to administer, as they require long periods of evaluation. Besides, teachers administering such tests demand material incentives that promote critical evaluation of tests. Research, however, shows that the quality of assessment depends on how stakeholders utilize standardized tests (Wahlberg 1). When the learning environment misuses standardized tests, the education system becomes defective. Proper use of standardized tests help educationists understand how the education system functions. A major goal of standardized testing regards giving results for policymaking. Policy making, however, relies on accurate data and well-informed conclusions about how students are progressing in their studies. For instance, students benefit greatly when tests provide ongoing information about their individual progress. These tests are crucial because they provide immediate feedback about a student’s performance using the least cost possible. Furthermore, standardized testing helps inform about sub-skills in a subject. For instance, writing divides into spelling and grammar. In spite of the counterarguments, standardized testing constrains the role of learning. To begin with, standardized testing creates unnecessary competition that other learners from performing in academic environments. On the other hand, every person, regardless of one’s performance, has the entitlement of receiving knowledge. Standardized testing also creates an anxious-ridden environment that prevents learners from realizing the intended goals of education. Standardized testing diverts the role of education as it emphasizes on examination results rather than wholesome development of students. Besides, standardized tests constrain the flexibility of teachers. This is because standardized tests compel instructors to teach subjects that are examinable within given periods. Works cited Augustine, Norman. High marks for standardized tests. The Washington Post. August 2, 2013. Web. April 21, 2014. Craft, Anna, Bob Jeffrey, and Mike Leibling. Creativity in education. London, UK: Continuum, 2001. Print. Hargreaves, Andy. Teaching in the knowledge society: education in the age of insecurity. New York, NY: Teachers College Press, 2003. Print. Katz, Richard. The tower and the cloud: higher education in the age of cloud computing. Boulder, CO: Educause, 2008. Print. Walberg, Herbert. Stop the war against standardized tests. Hoover Institution Journal.May 20, 2011. Web. April 21, 2014. Zalan, Kira. The problem with standardized tests. US News. July 5, 2013. Web. April 21, 2014. Read More