Relax, It Is Only a Test!

Relax, It Is Only A Test!

Imagine a world where the future of a particular child all depends on what they receive on a single exam score. Then, imagine having that score analyzed, compared, and shared with school officials statewide. In reality, this is happening, and in many times, for the wrong purpose and has largely contributed to falsely claimed assumptions of students due to the inaccuracy of these scores. Standardized testing, the definition is in the word itself; any test given in the same environment, to the appropriate age group, and based solely on specific standards that were hoped to be mastered by students. However, what really is gained from these particular exams? Perhaps it is the single digit produced that so easily defines a person’s overall intelligence. In society, a number is put to everything, whether it is a price tag, or the stock market, leaving one to believe that our society values quantity over quality. In other words, our society values not what whatever a person is doing makes sense, but by how well they are doing it. This implies that a numerical value that determines a fine line between success and failure is all the reassurance that is needed, nothing more, nothing less. Standardized testing may provide an easy way to measure efficiency in school and particularly students, but many people do not realize that the process of learning and understanding that takes place in a classroom is not always quantifiable.

First and foremost, intelligence comes in such a variety of forms. According to Psychologist Howard Gardner, he identifies eight types of intelligences, with it being, linguistic, logical, musical, bodily/kinesthetic, spatial, naturalist, intrapersonal, and interpersonal. ...

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...strict-required tests, state-required standardized tests, and tests from textbooks received the lowest ratings. To add, teacher-effectiveness authority Charlotte Danielson has noted, “Not a single one of the 21st-century skills can be assessed on a multiple-choice test.” She claims that the ease and simplicity of these tests are that a measurable ‘number’ is given, but the fact that “teaching is too complex to be captured that way,” again provides for the ineffectiveness of these required tests (Rebora).

From the survey above, obviously, educators statewide do not agree that a single multiple choice test has the power to show a students’ overall knowledge. These tests do not allow students to apply what they’ve learned or promote higher level thinking.

They offer nothing but exercises for students to cram as much information as they can, into their mind.