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The Effects of Standardized Testing In Education Essay

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The Effects of Standardized Testing In Education

Abstract

The major issues that are affecting the impact of testing on education are discussed. The testing has both direct and indirect effects. The instruction and learning are adjusted to test format whereby it is still going to talk about how the test results becomes a major goal of education.

            Standardized testing simply has the implication that the administration and scoring of the test is priory determined through the use of a standardized procedure (Popham, 1999). The students acquire the tests of similar magnitude applying similar condition and taking place at the same time might be accredited to student’s performance plus not to differences in the management or the type of the test. In this reason, the results of standardized tests might be compared across districts, schools and even state. At the same time, standardized testing is at times used as a shorthand phrase for machine scored multiple choice tests and these standardized tests might encompass approximately any type of format.

            A small number of people really do not consider standardized tests of education to be prevailing teaching instruments that they tend to be, nor do parents regard them as the  a likely result of the tests.  Most parents who have their children tested discover the tests to be purely a  basis of the feedback or a method to alert the condition of education of the students based on the standards best suited to them. These are the major side effect lessons: one of them is that someone else can be at the point of knowing what you are able to know much better than the way you do. To learn is an absolute that might be measured. One’s interests are not so important. The subject areas that are under evaluation as far as the test is concerned are another serious thing with standardized testing in education   so important for one to know (Wheelan, 2005). Thinking is not valued at all instead to get the correct answer is the only goal to achieve. An answer to any particular question is readily available, indisputable and it is always one of the four or five answers that are provided so there is no point to look deeper or dwell so much on the question. One’s worthiness might be summarized by each single mark on the paper. The main reason for learning is simply high scoring. Test scores of the highest magnitude are the only reason of testing whereby it is considered that if one scores extremely well then he or she is better than the other person who does not score as well. To score poorly in standardized tests simply means that one is a failure. If one scores inadequately, then there is nothing to be done in order to change it.

            In standardized testing they only consider the questions as one of the most important tool whereas they argue that what one has been studying is not important. So far, standardized tests do not always measure the one’s creativity. The test scores prize those students who tend to have only a specific style responsible for learning as well as and penalization of the rest of the students for the possession of varied learning styles. Standardized tests can never determine the thinking ability but rather encourage negative though processes for instance they try to outguess the test makers instead of being independent thinkers.  Standardized result of tests in a kind of evaluation that is so easy to manage thus thinking skills tends to be complex and tedious to evaluate. Standardized tests adopt the design that is purposely not to test individual progress but it is designed to contrast a child’s progress to be the progress of other fellow children. The tests promote competition and not cooperation. The teacher and student relationship might be damaged due to the standardized testing. To rely on these standardized test scores reduces the essences of evaluation. The test scores turn out to be the goal of student work rather than being the pleasure that is derived from the process of making a discovery (Wheelan, 2005).

            The force for advanced test scores tends to generate needless and unproductive stress but at the same time they promote under achievement. The teachers who make the tests assume that all the children have similar readiness for the entire subjects at similar age. The particular tests tend to focus on a thin group of learning which emphases on memorization skills. The dependability of the grades as well as the test scores are the result dropping the courses of study by the students. It is worthless tests that are standardized as we’ll as being focused in a narrow sense that are in most of the situations misused for the purpose of measuring the progress of academic progress in a comparative way;  they are the most powerful teachers in their own right. Only during the time when these instruments will be imposed on big populations of students for so many years people can begin to see that the tests pursue a teaching life of their own, which is totally apart from the intentions of their creators (Black, 2003).

Standardized testing has always been called the furthermost distinct social contribution of contemporary psychology furthermore it might be the most useful method of evaluation which is available for human resource intensive endeavors. Standardized tests have been developed as well as administered on a huge scale and huge, characteristically politically sensitive organizations have managed to control their use. In one way or the other, standardized tests are not always the ideal evaluation tools. These standardized tests give decision makers the most useful information that no any other evaluation method can make available.

            A good number of research studies on educational testing dating back to the earliest part of the ninetieth century have managed to contrast different teachers’ evaluations of matching student work or contrasted the consistency of teachers’ marks to those of standardized test outcome over the moment. Sure enough, the researchers established wide variance from teacher to teacher in terms of grading the same student work or over the period of time with the similar teacher.

            So far, without standardized test in education or may be standardized grading protocols in education, people might raise their reliance on personage teacher grading along with testing. On the other hand, personage teachers might narrow the curriculum to that which they really have a preference in. Some people tend to lay blame on the standardized tests of being unfair, biased as well as discriminatory. Standardized tests in education are in point of fact designed to promote test fairness. Standardized merely means that the test content is corresponding across administrations and that the circumstances under which the test is administered are the same for all those who are taking the test. They are used mostly to offer objective information. If at all an assessment system uses tests which are not standardized, then the system is most likely to be unfair to numerous candidates (Katherine, 1995).

The situation that include standardized testing in education

            Counselors and education communities are the ones who mostly use the standardized testing in education because it promotes the accurate, fair and responsible way of examining. The universal public, test developers and also policy makers finds this statement useful because they work with tests and testing issues. Standardized testing has mutated like a human being in one of the old horror movies to an extent that it threatens to swallow our school as a whole. The situation in the US employees argue that the public schools are turning out to be students who are not enough to the places of work which supplies much of the communal school funding hence it has demanded mandatory demonstration of basic competencies from the tests together with the measurements.

What can be done about the effects of standardized testing in education

The teachers should always learn to introduce their students into proper learning. They should teach students to work in cooperative groups, participating in discussions, studying independently, presenting a portfolio of the work as well as to a short teacher or peer led lesson. A writing or reading workshops must be implemented to enable students learn properly. Teachers should allow students of totally different ages to work together in the classroom. Parents should also learn to assist students and teachers should also be guiding in innumerable ways. The introduction of the STAR exams also allows teachers to identify which children and schools are not comfortable and to take steps to assist them. The supervisors are able to isolate schools, programs and teachers who are achieving success and model their approaches in failing institutions and classrooms (Black, 2003).

A data-based article on the effects of standardized testing in education

Teachers are having the exposure with a diversity of tests that are not referenced which are designed to evaluate kindergarten language skills. This article approaches the test selection from a data-based point of view. 21 tests of verbal communication skills that included norms for children between the ages of 4 and 5 which were analysed based on a10 pont  psychometric measure. Only 40% of these tests managed to get half or more of the 10 psychometric criteria. Four tests that met a comparatively a big number of psychometric criteria were administered to 20 kindergarten children with particular language destruction and 20 age-matched controls. Soaring inter-examiner dependability was gained for all tests. All the major tests had short correlations with a gauge of nonverbal skills. Only one out of the four tests provided satisfactory accuracy in discerning between  two categories of children that are being identified.

Conclusion

Standardized testing most likely is expected to go ahead to be the topic of intensive debate throughout the entire teaching fraternity on the global perspective The escalating application of the tests that are standardized at  the collective levels of education and in the fields of study reveals so many weaknesses together with the strengths. So far, the  outside as well as  of the schools constituents, the pupils, their teachers the surrounding  business community, the parents as well as the politicians they all have an essential role to play to create an effective curriculum which tends to balance the needs of the person with the necessities of the superior community. The teachers must discover way to judiciously use test scores for the purpose of assessing and improving curriculum and also to increase student learning opportunities. A good balance has to be struck among real process involved in learning accurate as well as fair evaluation techniques.

Work Cited

Black, H. & Duhon, D. (2003). Evaluating and improving student achievement in business         programs: The effective use of standardized assessment tests. Journal of Education for      Business, 79 (2), 90-98.

Fisher, J.& James, A. (2005). Students Perception of the Value of a Self-Study Writing      Assignment. Journal of Instructional Psychology. Vol. 34 No 4, 234-241.

Katherine, A. (1995). Impact of mandated standardized testing on minority students, the Journal            of Negro Educati.

Morales, M. (2007) “Correlates of Mexican American Students’ Standardized Test Scores: An     Integrated Model Approach Hispanic”. Journal of Behavioral Sciences, Vol. l29 No.3          p349-365.

Popham, J. (1999, March). Why standardized tests don’t measure educational quality.      Educational Leadership, 56(6), 8-15.

Wheelan, S. ; Kesselring, J. (2005). Link between faculty group development and elementary    student performance on standardized tests. Journal of Educational Research, 98 (6), 323-            330.

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