Questioning Standardized Testing Tactics
Using a One-Size-Fits-All Method to Evaluate Individual Students
Aug 28, 2009
Standardized testing has become the principal technique to ensure that broad-spectrum scholastic goals are being achieved. While the idea of holding schools and teachers accountable for their students' academic growth is beneficial, schools have become far too reliant on the results of these standardized tests. Each student is given standardized instruction to correlate with a standardized test, but is there really a standardized student?
Individual Attention Takes a Backseat To Generalized Instruction
In an effort to streamline grade level specific curriculum, students are subject to a number of standardized tests, with the amount funding provided to some schools dependent upon the results. Because of the general nature of standardized testing, teachers are losing the ability to effectively treat each child as an individual student with unique needs. Instead, teachers are being forced to universally instruct their students, not taking the personal learning process and ability of each child into account.
Differences in the learning abilities of individual students is most clearly evident during elementary school, where each child begins to realize his or her own strengths and/or weaknesses in certain academic areas. For instance, let's say Michael is a mediocre student who struggles with the process of learning mathematics but gets through by memorizing certain facts, whereas John is an above average student who excels in the study of mathematic principles, but suffers from "test anxiety".
In this scenario, both students are given the same assessment of their mathematic practice, Michael recalls a few simple facts and makes some generalized guesses, while John attempts to solve each problem, but gets nervous and draws a blank. Michael ends up with a higher test score, while John, who maintains a higher grade, fails the test. The question that remains is how is it possible to reach a conclusion of how "smart" a kid is based on the results of such a generalized test?
Standardized Testing Draws Criticism
The biggest issue with assessments that are primarily made up of multiple choice questions is that they leave no opportunity for innovative thinking when there is only one "right" answer to a specific question. Such a test mistakenly assumes that everyone possesses the same technical mind. What about students who are not of a technical mind? A creative student is going to suffer terribly through a multiple choice based assessment.
The sweeping criticism against the broad grading curve of tests that include essay based responses is completely understandable, and there is much improvement to be made with regard to its scoring technique. The grading of written responses presents the problem of being dependent upon the integrity of the individual responsible for evaluating the answers. Although specific benchmarks are expected to be used for scoring purposes, allowing teachers to grade their own students opens the door to the possibility of dishonesty by way of a teacher simply grading the student rather than the student's answers.
Because so much emphasis is based on these test scores, a corrupt school may attempt to increase credibility by providing higher marks than are actually warranted, as these test results are the basis on which schools receive funding. This is a valid argument for the proponents of multiple choice based testing, however neither assessment techniques discussed can fairly nor accurately measure scholastic aptitude of all students. In actuality, the development of a child's skills and intellect cannot be determined by a simple test.
Children Deserve Fair Testing
There are special circumstances found at every school, on every grade level, in every community of which standardized tests do not take into account. Possible atypical situations include students who suffer from disabilities, not only physical, but psychological as well. As previously instanced, a student with a severe testing anxiety may not be psychologically capable of passing a written assessment, even if the test is based on principles in which he is highly proficient.
Accordingly, if a student who is normally at the top of his class achieves substandard marks on standardized testing, his school must maintain a responsibility not just to him as a student, but to the continuation of his education. Upon notification of a student's failing test results, a supplementary examination method should be initiated, with special consideration of the student's individual needs. Every student would benefit greatly from evaluation methods that are more individualized, rather than general standardized tests.
Fair testing policies are desperately needed in schools all over the world. It is essential that each student have the chance to prove themselves through individualized testing, which will hopefully become the new "standard" for assessing student progress and the quality of education provided to children everywhere.
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