Standardized Testing

As a student, I never had a problem with standardized testing. Truthfully I was always a good test taker, and strongly preferred an exam to a research paper, presentation, or other project. My perspective on standardized testing has changed considerably over the last few years, however. I recognize now that there is more to school than memorizing facts and bubbling in letters on an answer sheet. Far more important is the ability to apply what you learn in class to a new and relevant situation, such as a research project or experiment. Projects and activities provide students with opportunities to learn material at a deeper level than memorization, apply their knowledge to a real-world scenario, and develop the skills that will ultimately be more important than the facts when class ends.

    Standardized testing, when I was a student, seemed like a great way to demonstrate knowledge. Because every student at the state or national level was required to take the same examination, the difficulty of the playing field was seemingly even. Tests were meant to be taken in standard rooms, with a standard No. 2 pencil, for a standard amount of time. There were very few variables that could introduce bias or inequality to the equation. Or at least that is what I thought. Sure, there was occasionally content on a test that we didn’t cover in class, but there were so many questions, I knew I could afford to miss a few. For these reasons, I was never bothered by the HSA’s, PSAT’s, or other tests. In fact, we were told in Elementary School that certain standardized tests, in that case, the MSA’s, didn’t count towards our grade. Rather, those tests were made to evaluate teachers and schools. Learning this took the pressure off significantly. I would still try answer each question correctly, but I wasn’t going to stress myself out about it. I would later put real effort into the tests that were important for me. The SAT’s, HSA’s, and AP tests were important for either high school graduation or college admission, so I made sure to do my best. They may not have assessed my learning as well as another form of assessment could, but I thought this was the best way to make sure everyone nation-wide had an equal chance of showing what they knew.

    I suppose my experience with standardized tests makes me biased in favor of them. That was certainly the case until recently. Of course a middle-class student of college-educated parents from one of the best school districts in the state considered academia to be a true meritocracy. I’ve since learned that standardized tests don’t have a level playing field. Students that are English language learners, from ethnic minority groups, from low-income homes, and girls are often disadvantaged by standardized tests (Boaler, 2003). Furthermore, an appreciation for different learning styles has taught me that standardized testing may not be the best way to assess learning in some students. Lastly, other forms of assessment are more effective in promoting skill development in students. I was never a fan of writing research papers or presenting group projects in school, but those assessments helped me develop skills that were crucial to my success in college, and will be vital in the real-world. Standardized testing can be incredibly valuable when utilized correctly, but it’s important to acknowledge that other forms of assessment may be more useful in the classroom. For now, standardized tests are still a common part of a schooling experience. In my own classroom, however, I intend to use a variety of assessment forms to both track and improve student learning.

References

Boaler, J. (2003). When learning no longer matters: Standardized testing and the creation of inequality. Phi Delta Kappan, 84 (7), 502-506. Retrieved from https://blackboard.stevenson.edu/bbcswebdav/pid-1317834-dt-content-rid-7002643_1/courses/17S8W1_ED_615_OL1/Boaler_2003_When%20learning%20no%20longer%20matters%20standardized%20testing%20and%20the%20creation%20of%20inequality.pdf