Cheating and teaching to the test do not allow for all around learning. Also students that are not ready to take the same tests as others provide inaccurate results about the students. When the United States switches to and evaluative standard that is based on conceptual learning, problem solving, and real life application skills, this will be an accurate way of measuring a student’s intelligence.
Standardized testing was once a good idea, to test the students’ capabilities and to see how they compare with other districts, but teachers teach using different methods and focus on different issues. What they think is important may not be what other teachers feel is important or what the state thinks is important. So, as a student you learn more about what the teacher deems important, but are evaluated on by what the state thinks is important. Standardized tests are not a reliable way to evaluate someone’s intelligence. This brings us back to what the students were taught in class and how it has been assimilated.
The primary purpose of standardized tests is to evaluate students and show whether or not the standards of the standardized test was met in the school. However, the risks of these tests outweigh the benefits. A standardized test is not the sole test that determines the level of the student’s intelligence. Standardized tests place pressure on teachers to instruct a group of diverse students who are all on different academic levels. When students score poorly on standardized tests, school districts are coerced to lose federal education f... ... middle of paper ... ...ngle test that does not even measure the entirety of a student’s intelligence.
When the time to take the test comes these students will find they are ill prepared for the test; and while it is not the teacher or the schools fault this will still reflect badly on them. Of course, there is still the problem with the test itself. It would seem that because of their structure, that standardized tests make it difficult to prepare students for them. Standardized tests are meant to evaluate what a student has learned in the classroom but knowledge is not the most important aspect of school. Work ethic and effort are also important factors in succeeding in the classroom, but these tests do not take these into account.
Instead of getting the students to regurgitate information when it is test day. In conclusion standardized testing is not an accurate measure of a student’s educational success. One reason is because with all the different factors of student’s teachers and situations identical tests cannot correctly measure how much the student is learning. Also the consequences of preparing and teaching for the test causes severe stress and anxiety to some children. The tests also have many flaws, some may be fixed but it would be a high cost.
Consequently, teachers and schools felt as though they must "teach to the test". Although, it is a good idea to keep schools and teachers accountable for what they are teaching children, standardized testing is not the way to do it. Standardized testing actually stands in the way of allowing the teacher to teach the way that they feel is best for their
We certainly do need methods to assess a student’s academic achievement; the grading system, however, fails to measure students’ work accurately and instead becomes the sole focus of learning. Students often believe that the grades they receive reflect what they have learned, but as shown this is not always the case. Works Cited Catalano, Tammy, Megan Gross, Jennifer Kurth, Stephanie Lovinger. “Grading Students with Significant Disabilities in Inclusive Settings: Teacher Perspectives.” Journal of the International Association of Special Education 13.1 (2012): 41-57. ERIC.
Testing is a way to measure what students have learned from their teachers. Standardized/High-Stakes testing is a tool used to measure the performance of students and the quality of teachers in public school systems. High-Stakes testing is an inaccurate measuring stick of teaching quality and thus is detrimental to the educational system. Pressure is being exerted on students to pass, and teachers to enable their students to pass the standardized tests being presented to them. This takes much classroom time that could be spent instructing students on what might be more valuable information, and instead study for the test by what some consider rote memorization (Silva).
Students have had to rely on just one test to pass them for the whole semester (FairTest). Although the tests require students to retain information until the end of the semester, I believe it is wrong to allow just a single test to decide whether an entire semester’s work will be rewarded will the credit that may have been well earned. Even general standardized tests such as the SAT, which almost every high school student has taken, are not fair to students who may come from a poor educational background (Standardized Minds). Students are at a disadvantage if they have test taking anxiety, a condition that many students suffer from. If a student is having a bad day or going through a rough time on a test day, this may also determine their entire semester’s work.
In other words, two teachers may give the same assignment two completely different grades based on their own grading style. This puts an incredible amount of stress on a student because they need to complete assignments that will satisfy their current teacher, whose expectations and grading style could be very similar or very different from the student’s previous teacher. Alfie Kohn believes that the influence grades have on a student’s life doesn’t help this situation, and may even make it worse by providing students with a false sense of security about their knowledge. In her article “From Degrading to De-grading”, she states that scores on tests can be largely based on how the test was written and what skills were tested (Kohn 240). Therefore, it is up to teachers to identify what topics students must master in order to be proficient and score well on standardized tests.