2002, Retrieved October 17, 2003 from http://www.howard.k12.md.us/accountability/mspap/default.html . Patton, Peggy (2000). Standardized Testing in Schools. Parent News Archives. Retrieved November 23, 2003 from http://npin.org/pnews/2000/pnew100/feat100.html.
Since the implementation of No Child Left Behind (NCLB), schools and society have taken a different perspective on how to assess the student‘s progress. Schools are forced to make decisions based on assessments and how to show adequate yearly progress (AYP). Alfie Kohn points out that, in some cases, our students have become victims of standardize testing. In his article, Standardized Testing and Its Victims (2000), he demonstrates how testing have become detrimental to our students instead of helping them. He outlines these detrimental issues with eight facts.
By definition, a standardized test is any test that is administered and scored in a predetermined, standard manner. Schools use two main types, aptitude and achievement. Aptitude tests are meant to predict how well students are going to perform in a subsequent educational setting while achievement tests are to evaluate a school's effectiveness. Standardized tests have been a controversial issue in the United States since the 2002 No Child Left Behind Act (NCLB) mandated annual testing in all 50 states. The use of these tests has begun to not only affect the form of education but the level of knowledge students are taking away from their educational experience.
Good or bad? After much research it has been found that having a high-stakes testing environment in schools creates unsuccessful results in education. Valerie Strauss, an education reporter from Washington, D.C . was able to get information from the Massachusetts professors and researchers themselves who stated: As educators and researchers from across the Commonwealth of Massachusetts, we strongly oppose our state’s continued over reliance on high-stakes standardized testing to assess student achievement, evaluate teacher effectiveness, and determine school quality. Given that standardized tests provide only one indicator of student achievement, and that their high-stakes uses produce ever-increasing incentives to teach to the test, narrow the curriculum, or even to cheat, we call on the BESE to stop using standardized tests in high-stakes decisions affecting students, teachers, and schools.
Across the country, students, teachers, and schools are being rewarded or punished based on a set of “tolerable” test scores. Whether you consider yourself to be intelligent, dense, lethargic, or diligent the only measure a student has (or that society recognizes) is how fast and how accurately they can darken the circles on a multiple-choice test. This test-based reform model began about a decade ago with a call for elevated standards. This metamorphisized into a reliance on standardized tests to determine if high standards were being met. Today, children are being held back, denied access to a preferred program or school, and even refused a high school diploma on the basis of a single standardized test.
For many years, school systems and parents all over America have been asking- does high school testing measure a student’s knowledge fairly, accurately, and do they benefit the student. The tests do not accurately measure a student’s true academic ability. Furthermore, testing does not always fairly measure a student’s knowledge. High-stakes testing only adds stress to a student’s life. Studies have proven that testing is not beneficial to a student’s educational growth.
Under this act, achievement is measured annually on a multiple-choice test for reading and math. Statewide progress objectives are created to “ensure” students will be proficient within 12 years. Although this act has good intentions, it’s approach is weakening over education system. By holding each school accountable based on test score,... ... middle of paper ... ...and the financial support for schools need to be adjusting in order to see improvements. Putting children into specific classes based on their successes during standardized tests is not fair to kids who had a bad day, missed a bit too much school, or have yet to understand the importance of trying.
Multiple choice exams have this problem, they can’t test the information that a person fully knows, it only tests whether they chose the right answer or possibly just guessed it. With only a slew of multiple choice questions it can be easy to get a “good” score or a “bad” score. That’s why these tests are flawed, the results they show don’t prove anything or really show anything for that matter. So, using these long multiple choice exams are what college’s consider to be a reflection of a student’s grades during their first year at college. The test maker itself explains that grade point averages during high school paint a better picture than their tests ("The ACT: Biased, Inaccurate, and Misused" 1).
Retrieved November 10, 2002 from the World Wide Web: http://www.ade.state.az.us/standards/aims/PerformanceStandards/hsperformancestan.asp 6. What’s Wrong With High Stakes Testing in General and AIMS in Particular? AZ Standards. Retrieved November 10, 2002 from the World Wide Web: http://www.azstandards.org/protestmaterials.htm