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Reaction to the Assessment Crisis

Standardized testing vs. Individualized teaching

By Shay HanaePublished 4 years ago 4 min read
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The most misunderstood aspect of education is the stressed importance of standardized testing. It's reached the point where the only "accurate" means of evaluation in schools, are high-stakes tests that inaccurately categorize students as either winners or losers. Students and teachers have made it abundantly clear over the years, that this practice needs to stop. However, when it comes to education, schools are ruled by the system.

What the article is showcasing is that standardized testing is not an appropriate form of evaluation. Assessments simply record and report out the methods that work and those that don't. Unfortunately, this is not the role they are playing. "Assessment provides the evidence of success on the part of students, teachers, and the system" (2). Ironically, the evidence shown is the opposite of what policy makers wanted. Programs like No Child Left Behind and the Core Standards initiative, have done nothing but discourage parents, teachers, and students.

The sad truth of it all, is that the resources to turn this ordeal around are being used to elevate it further. "...we have invested billions of dollars to ensure the accuracy of the scores on these assessments of teaching" (2). Billions of dollars put towards methods of teaching that aren't even meant for teachers. SAT, NWEA, and NECAP scores are treated as capital when it comes to school evaluation. In fact, "...policy makers often attach the promise of rewards for schools that produce high scores and sanctions for schools that do not" (2). Schools are labeled successful and failing by only looking through one lens.

Due to the excessive investment in high-stakes testing, "There are no resources left to train teachers to create and conduct appropriate classroom assessments" (2). Teachers haven't been taught the proper way to teach a system they didn't create. When schools are labeled failing it's automatically the job of the teacher to rectify the situation. This is by no means fair or just, because the inner workings of the education system are not under their control. It doesn't matter is teachers disagree with the method of standardization, because it's seen as functional in the eyes of the policy makers.

The gravity of the situation can only be seen in the eyes of the school staff and their students. "Many political and school leaders have never experienced the painful, embarrassing, and discouraging trauma of chronic and public academic failure" (4). It is students, teachers, and principals who have to deal with the fallout if their school is labeled failing. There is a disconnect between the two parties--policy makers and school staff--which is causing a traumatic turn of events. Coincidentally, the students this system is supposed to help is doing more harm. Not all students are great testers, even the best succumb to the stress high-stakes tests provoke. “Some come to slay the dragon, while others expect to be devoured by it" (4). A straight A student whom puts the most effort into their school work and is an exceptional student, could receive bad marks on a high-stakes test and be labeled a failure. Students are not their test scores, but their high or low marks is telling them otherwise. Most students lose all hope and drop out of school, because all their academic merit is based on which letter grade or percentage they receive.

Standardized testing can be of appropriate use if the quality of said testing is met. "Both assessment of learning and assessment for learning are essential" (9). In order for standardized testing to be properly implemented in education, they need to be adjusted to the curriculum that is being taught. I cannot count how many times my peers around me put countless hours into studying for the SATs. Hundreds of dollars wasted on tutors that couldn't possibly prepare them for such an unpredictable test. Colleges are putting less and less importance on SAT scores every day, so why is it still necessary to punch them on students? Why is a dying system that is clearly ineffective trying to revive itself? Why are policy makers allowing it? These questions will continue to be asked until the standardization epidemic is resolved. However it won't be, unless the government turns over the reins to the teachers.

Stiggins , Richard J. “The Absence of Assessment for Learning .” The Assessment Crisis, Phi Delta Kappan , <electronicportfolios.org/afl/Stiggins-AssessmentCrisis.pdf.>.

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