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.
This argument goes along with the other two mentioned and explained above. There isn’t much that is positive to say about these assessments. It places so much pressure on students to perform well and pressure on teachers to teach what is going to be on the test. This brings negative energy to classrooms. An article by Greg Jouriles helps explain why we don’t need these tests.
Though these tests were made to evaluate a students rough estimation of skill, they were not made to evaluate their entire education. Teachers should not be completely held accountable for test scores either. These scores hold too much power over schools and educators. Failure on a standardized test should mean “improvement needed”, not “you should just give up!”. These tests create anxiety caused by the consequences surrounding them.
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.
Standardized testing assesses students, teachers, and the school itself, which puts a great deal of pressure put on the students. High scores show that the school is effective in preparing students for the test, so low test scores make teachers and schools look as though they are not preparing the students properly for the test. This is may not be the case. There are teachers that do teach students what they need to know to pass the test and prepare them for the test but their students still are not prepared. Despite the fact that teachers try to improve instruction, student performance is still variable to other factors that the school cannot control.
First, tests don’t fully measure all important aspects of education, and second, tests only measure small parts of students ' knowledge (Philp Harris). Standardized testing cannot truly measure achievement correctly because there are no specific rules to what achievement really consists of and can only measure small parts of knowledge because of these inaccurate measures of knowledge students begin to feel anxious. There are many studies showing how testing causes high anxiety for students therefore causing a drop in performance when taking tests. Test taking can cause students to experience psychological issues that result in a failing grade on the test. Test anxiety can also affect the students` motivation to learn and because of this I believe the stakes for standardized testing should be
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.
Many challengers argue that standardized tests do not take external factors into account, for the intelligence of a bad test taker is not reflected on the test. Multiple students develop test anxiety which ultimately encumbers performance. Additional external factors that may impact test performance include bullying at school, conflict at home, and confidence in one’s test taking ability, or lack thereof. Standardized testing also causes teachers to base their curriculum only around the test, hindering students’ overall learning potential. Due to test results reflecting teacher quality, teachers are pressured to fully prepare their students for these tests.
Educators do not like testing, but we also know they are needed in education. This is where principals can play a role. Principals have a big influence on how standardized testing in perceived in their schools. They also have influence on what teachers do with the test scores. The best thing is for principals to let teachers know that tests are important, but they do not dictate how we should teach our students.
The portfolio presentation of accepting and presenting a more overall student profile with more than sole reliance on the standard tests is a very probable solution. It requires a bit more work on the teacher and the student and then the government in order to be successful. Another issue with the NCLB is the funding where it is definitely hurting the students and the teachers. During the reform time, students are being affected because the can be a teacher shortage. There is also a resource shortage when funds are cut and the lower schools that have fewer funds to begin ... ... middle of paper ... ...hands on approach would help the students learn to excel in the necessary areas of expertise that the government is demanding.