Standardized testing is a system whereby learners sit for the same test, and are subjected to similar conditions for taking the test. The requirements and qualifications to sit for a standard test are similar for all persons taking the test. Standardized testing system has been implemented in the American school system for some time. This method of testing has had both criticism and applause from different stakeholders in the system. However, students and pupils who sit for the tests have not been engaged in consultations. This essay presents a reflection from a personal view as a student on standardized testing, having passed through the system and seen the advantages and shortcomings. The essay also presents ideas that have been put forward by education researchers (Phillipson, 2013).
Tests are important in the school curriculum as they give the tutors and instructors a view on the learning process. Through tests, a learner is evaluated, and their learning abilities are noted. At an early level of the education system, the tests do not offer a chance to present practical learning ability. This is unfair for students who learn, and are able to express what they learn practically rather than theoretically (Phillipson, 2013). Research has shown that learners are different and so is the learning process for different people. One learner may be very accurate at remembering what was taught in class during the test but cannot apply it in the real world.
Standard tests present a disadvantage to the “English language learners”. A standard test is set in advanced English language that creates a learning problem for students who are learning English. According to Özturgut (2011), Low-income students and those from minority groups are also unfairly penalized by standard tests. Pressure is put on such students to perform, and they are often put in the remedial teaching system and at times forced to repeat one grade (Hoerandner & Lemke, 2006). Too much pressure to pass the standard tests is put, and these pressures are passed on these students. However hardworking the students are the system puts them down. The pressure arises when the school wants to shine in its performance after the test results are released. The pressure is then passed on to students to perform their best. Moll (2004) argues that students who show poor performance during internal school-based tests are not allowed to attain the grade where a standard test is offered. Some of my friends have had to repeat the tenth grade twice, and this made the drop out of school (Hoerandner & Lemke, 2006).
Effect on Classroom Policies and Procedures
In an effort to pass the standard test, teachers only teach the content that they think will feature on the test. This way some topics in the curriculum are not well covered. As students, we do not receive the value for the money paid. Teachers and instructors try to beat the system by focusing on the test and leaving out the rest. When studies are focused only on one test, the learner is under pressure (Moll, 2004). A good system should be one where students acquire and develop skills that will be of use to them in life and their careers. Although passing exams is one of the reasons why we go to school, learning should be fun. Teachers should teach students things that interest them and learning should not be boring (Özturgut, 2011).
The tests present a way of evaluating teachers’ performance and the efficiency of their instruction strategies. Students may be slow learners or lack interest in the subject that a particular teacher teaches. That does not make that teacher a bad teacher. The teacher may be good at presenting the content to learners, but the learners may not be good at absorbing the content. Standard tests present an unfair method of evaluating teachers teaching ability. The teacher’s ability to teach can only be evaluated after considering how successful their students become in life. Using standard tests to evaluate teachers pressures the teacher to perform, and the teacher pressure the student to perform.
Effect on School Policies
In ensuring that the school presents a good public image, learners who appear to be slow in learning are forced to repeat grades. Asking a learner to repeat a grade is demoralizing, as they will join a new class with learners that are not their age. It is not the right practice in the learning process since when a person is left behind or slow they feel embarrassed, and they may drop out of school. Standard tests may lead to school dropouts due to frustration in the learning process. The reason for schooling is to train learners not to become quitters. However, the standard tests lead to quitting (DuFon, 2006).
Conclusion
Educators should personally evaluate their learners, and direct them towards the appropriate careers. It is possible to have a unique testing system that favors all stakeholders in the learning system. Education is supposed to improve a person’s life not hold them back from progress.
References
DuFon, M. A. (2006). Language learners in study abroad contexts. Clevedon, England: Multilingual Matters.
Hoerandner, C. M., & Lemke, R. J. (2006). Can no child left behind close the gaps in pass rates on standardized tests? Contemporary Economic Policy, 24(1), 1-17. Retrieved from http://search.proquest.com/docview/274224111?accountid=45049
Moll, M. (2004). Passing the test: The false promises of standardized testing. Ottawa, Ont: Canadian Centre for Policy Alternatives.
Özturgut, O. (2011). Standardized testing in the case of china and the lessons to be learned for the U.S. Journal of International Education Research, 7(2), 1. Retrieved from http://search.proquest.com/docview/1418218613?accountid=45049
Phillipson, S. (2013). Constructing Educational Achievement: A sociocultural perspective.. London: Routledge.
