Standardized Tests

Are Standardized Tests Fair Evaluations?

Evaluations are necessary in different life areas to demonstrate certain knowledge that people must have to be able for applying it in the future or for getting a promotion. That is why many people around the world have been part of standardized tests at any time in their lives. Standardized tests are a kind of assessment which means that a specific group of students will take the same exam that is elaborated and scored in a consistent way. This tests evaluate students’ abilities in mathematical and reading reasoning by multiple choice and with the same rubric for every student. This evaluations are significantly common in countries as United States or New Zealand to promote students to the next level along all of the levels. They are also common for admission processes as the University of Costa Rica admission test. According to Strauss (2011), “Scores on a standardized test ‘usually do not provide a direct and complete measure of educational achievement. ... Tests can measure only a portion of the goals of education, which are necessarily broader and more inclusive than the tests could possibly be…” Must educational institutions are part of this evaluating system due to it is easy and fair to apply, but they are not taking into account the students’ individualism. Even though standardized test are supported by some educational organizations, they measure students’ abilities inappropriately because it limits students’ performance, it is a poor way to demonstrate students’ knowledge, and it has several consequences on students.

Because it limits students’ performance, standardized tests are inappropriate for them. One of the main impacts caused by these evaluations is that it promotes teaching for tests as well as learning for tests. According to Valli and Croninger (2011), “A five-year University of Maryland study completed in 2007 found "the pressure teachers were feeling to 'teach to the test'" since NCLB was leading to "declines in teaching higher-order thinking, in the amount of time spent on complex assignments, and in the actual amount of high cognitive content in the curriculum." As teachers are also evaluated by the amount of students who approve the course, some of them prefer to focus the content in aspects that are going to be evaluated in standardized tests. This has several consequences on students because they are memorizing the content just for the exam, so student are not learning for life. Even an excellent student can felt that he is not getting valuable knowledge due to extra emphasis on assessments. Also, students’ performance depends not only on their knowledge but also on their teacher’s methodologies. Incorrect and inefficient teaching techniques can imperceptibly influence that students will suffer the consequences. Even the classes’ development, activities done in class, and students understanding will be controlled under aspects related to the professor performance and the teaching skills.  

Because it is a poor way to demonstrate students’ knowledge, they measure abilities deficiently. This standardized tests are mainly focused only on math and reading reasoning even though it has been demonstrate that other areas are equally important than mathematics. Evaluating only these skills will increase people who think that subjects as art, music, science, geography, physical education or information technology are less important, easier, and useless. Other characteristics and abilities as soft skills that students require for life are important as well as cognitive dimensions. According to Strauss (2011), “Late education researcher Gerald W. Bracey, PhD, qualities that standardized tests cannot measure include "creativity, critical thinking, resilience, motivation, persistence, curiosity, endurance, reliability, enthusiasm, empathy, self-awareness, self-discipline, leadership, civic-mindedness, courage, compassion, resourcefulness, sense of beauty, sense of wonder, honesty, integrity". The key is that these characteristics are obtained by students through knowledge about different areas. Besides, the learning acquisition is not about one final evaluation. In addition, standardized tests are done by external people who are not involved with students. In this way, teachers are the only people who can verify the learning improvement on students and their process around the course which certainly represent their abilities as well as their knowledge acquire. Finally, only students with test-taking abilities may succeed in standardized tests, but students who have issues even with regular tests probably fail because of test format. 

Because it has several consequences on students, standardized tests are damaging and discriminatory evaluations. The first main consequence is the negative perceptions standardized tests provide to students about themselves and their own abilities. According to the National Council of Teachers of English (2014), “Studies show that elementary school students can begin to lose their sense of themselves as capable, able to do well in school and graduate, when they see unknown adults as controlling the administration and consequences of the standardized tests they are required to take”. Consequently, students can drop out due to their lack of confidence and self-esteem. Second, it delays students’ progress in schools. In countries as United States standardized tests are mandatory in each level to promote students to the next one, so if their performance in these evaluations is weak they are not allowed to continue the following level. Therefore, if students must repeat the school year, the family expenses may increase. Moreover, students who fail standardized tests may have issues with their self-esteem according to students’ opinions. Even the same failure can lead to discrimination and bullying at the educational organizations which can affect not only the academic performance but also the emotional development. 

Opponents do not take into account these arguments and agree that standardized test are fair tools to evaluate students. Supporters use standardized tests as a basis for identifying which students have mastered required material and which have not. Other proponents say standardized tests are a fair and objective measure of students’ achievement because they are done by external people and they are the same for each student. However, standardized test are unfair evaluations because it is the same evaluation for every individual; in consequence, it disrespect students’ individualism. At the same time, they are discriminatory evaluations against different learning styles and non-English speakers as well as students with special educational needs. According to McKnight (2011), “Special education students take the same tests as other children, receiving few of the accommodations usually provided to them as part of their Individualized Education Plans (IEP)”. These students may get affected by this evaluations and lose the opportunity to continue the next level or enter to a new educational institution. Also, the format of standardized tests is mainly done on multiple choice which is an inadequate assessment tool due to it increase the lack of thinking and decrease students’ opportunities to demonstrate their knowledge through analysis. According to Sacks (2001), “The multiple-choice format used on standardized tests is an inadequate assessment tool. It encourages a simplistic way of thinking in which there are only right and wrong answers, which doesn't apply in real-world situations. The format is also biased toward male students, who studies have shown adapt more easily to the game-like point scoring of multiple-choice questions". On the other hand, as they are done by external people, they do not consider students necessities and special features.  

To sum up, because of the limits that it carry, the ineffectiveness in demonstrating students’ knowledge, and the consequences on students standardized tests are unfair tools to evaluate students. Standardized tests are popular in some countries and educational organizations, but they are not considering students and what it is appropriate for them. It is needed by schools, high schools, and colleges to evaluate students’ knowledge; otherwise, they will graduate people unprepared to work in different areas instead of professionals. The previous is why this is extremely important and a serious issue, yet they should be proper tests in order to measure students’ abilities effectively. 

Bibliography

McKnight, K. (Mar. 25, 2011). Opting Out of NCLB Testing. Recovered from: www.katherinemcknight.com

National Council of Teachers of English. (2014). How Standardized Tests Shape—

and Limit—Student Learning. Recovered from:  http://www.ncte.org/library/NCTEFiles/Resources/Journals/CC/0242-nov2014/CC0242PolicyStandardized.pdf

Sacks, P. (2001).  Standardized Minds: The High Price of America's Testing Culture and What We Can Do to Change It. Recovered from: https://standardizedtests.procon.org/

Strauss, V. (Apr. 15, 2011). The Myths of Standardized Testing. The Washington Post. Recovered from: https://www.washingtonpost.com/blogs/answer-sheet/post/the-myths-of-standardized-testing/2011/04/14/AFNxTggD_blog.html?utm_term=.259e089ee2c7

Valli, L., Croninger, R. (June 20, 2011). High Quality Teaching of Foundational Skills in Mathematics and Reading. Recovered from: drdc.uchicago.edu