Are standardized test truly a fair assessment of student’s abilities or not? What are standardized tests? Standardized tests are a test given to assess a student or a group of students using a test with the same questions and answers to determine students educational stand points. Standardized test are not a fair assessment for measuring student ability because they will not help students in the future, they can cause students to lose opportunities, and studies say standardized tests do not show true improvement. First of all Standardized test will not help students in the future.
Meredith Broussard explains how standardized testing does not prove a child’s general knowledge nor creative in-depth thinking by stating, “Standardized tests are not based on general knowledge... they are based on specific knowledge contained in specific sets of books: the textbooks created by the test makers” (Broussard). Miner also states that standardized testing, “... leads to a dumbed-down curriculum that values rote memorization over in-depth thinking, exacerbates inequities for low-income students and students of color, and undermines true accountability among schools, parents, and community” (Miner). The assessment of a child should encourage a child to want to learn for the sake of learning. Alternative assessments could address a child’s development and learning process. These evaluations can determine why children are more likely to read behind grade level, instead of highlighting their inabilities.
A standardized test, according to W. James Popham of ASCD.org, is “any examination that is administered and scored in a predetermined, standard manner.” In standardized testing, examinees are instructed to precisely answer a specific set of questions, which are usually multiple-choices. Although standardized testing is believed to be an objective method to grade students, administers should understand that these tests are not only a waste of time, but also a waste of money. Standardized testing is irrelevant to a student’s education because it is an unreliable way to measure a student’s knowledge, causes stress, and hinders a student’s overall learning potential. To begin with, standardized tests are not wholly reflective of a student’s knowledge. Standardized test scores often measure superficial thinking rather analytical.
The standardized testing is not fair and accurate because they evaluate students knowledge without thinking of other circumstances. Standardized tests don’t think about the students who could have really bad test anxiety, their home life, or simply that some students are super smart but just don’t test well. Standardized tests don’t show how much
For instance, there are many people who simply do not perform well on tests. Many students are smart and understand the content, but it doesn't show on test scores (Gregory J. Cizek, 2001). In essence, testing brings out stress in even the brightest of students, messing with their heads come test day. The facts show that from the 50 states, 700 school districts claim that standardardized tests are causing greater anxiety than the average everyday assessments
Paying student for good grades is an issue because it doesn't do any motives in learning, only trying. Learning is the student job, not the parent to bride their children to do well. Paying student for good grades can give pressure to inflate their grades, external motivators that may be affective and well intended, and kids should be satisfied with their own accomplishment to success. Many parents bribe their children to do well in school by paying them. Bridging children should be illegal and banned in every country.
A combination of a lack of dedication and minimal effort can cause extremely intelligent people to become C students at best. This argument is not claiming that these students deserve higher grades due to their intelligence, but it is simply stating that the grading system currently placed in schools across the country is not the best indicator of one's intelligence. As a matter of fact, self-discipline and good grades have a stronger correlation with each other than high IQ and good grades. (Source D) Another example that debunks the grading system’s ability to judge intelligence is the fact that grades do not reflect world experience. It is proven that many of today's straight A students struggle with applying their learning to real world situations.
Seeing student progress is moreso a way to assess teachers and see if they are truly helping the students and it’s more of a reflection on the teacher rather than the student. Therefore, having the ability to see student progress and weak areas doesn’t help the students and if it does, it’s in a very minor way. In conclusion, the “pros” of standardized testing aren’t really pro’s and help students very little to not at
Standardized tests are used commonly in the school systems and they do not measure the overall students’ achievement. For this reason, educators and administrators must take into account how economic elements are affecting the grades on standardized tests. Usually, this group of students averages below the acceptable grades on standardized examinations regardless of the subject. For reasons beyond their control, children from low socioeconomic level face an increased risk of failing standardized examinations. The failure of the tests could cause an overwhelming impact on students, families, the school system, and society at large because eventually, the students may be dropping out of school.
To support Ellis’ statement, Crouch (2013) said that grades are poor communicators. The variability of grades is not always realistic. Some grades are created to assess students’ academic performance but not their intellectual intelligence. In contrary, grades help to improve one’s self. When a student gets a failing grade, this might trigger them to study harder and broaden their minds in the possibilities in the area of knowledge.