Colleges Put too Much Stock in Standardized Test Scores - Report Example

Colleges Put too Much Stock in Standardized Test Scores As the time of college admissions approaches, are movingto a point at which their future would soon be determined – passing standardized tests. For years they have been told that no single factor is likely to be as influential for their academic success as tests. Therefore, performing well on them is the goal of their high school studying, but is it really so? This question continues bothering the population. Although the current approach is called to set a national standard in education, its relevance is still a matter of doubt. Standardized tests have been a subject of active debates for years with people holding quite opposite opinions regarding their accuracy and the amount of value colleges should put on them. At present, there exists a solid ground to argue that colleges put too much stock in standardized tests scores. To begin with, standardized tests cannot provide a full picture of students’ abilities and potential as it only reflects one’s success in a particular day under particular circumstances. The fact that tests evaluate student’s readiness on a particular day undermines the value of his/her long-term performance, which has negative outcomes. Firstly, it is not possible to have a clear vision of student’s potential in a subject as far as all past success is not taken into consideration. Secondly, tests do not measure a list of unique qualities, such as creativity, critical and conceptual thinking, imagination, and other educationally important attributes of a personality. (Strauss) Clearly, there is a meaningful distinction between a student who has constantly showed an outstanding performance and by this gained the reputation of an adept and student who applied little efforts or has no remarkable talents, but who has learned for a test. Although, tests equalize both of them, their abilities are not being adequately measured. (Kohn) Thereof, there are logical reasons to predict that the first student would be able to achieve more success in a subject than the second one. What is more, putting too much value on standardized tests aims students not at gaining versatile knowledge and perfecting self on a daily basis, but at passing a test only. The following can touch upon both a student, who receives an opportunity not to be constantly engaged in a study and a teacher, who becomes pressured to teach to the test without giving much value to fostering skills that are beyond the tests. (Kohn) Such system is fragile as converts the values that the youth has to cherish. Since passing a test is a goal, one has an opportunity to choose between the means of its achievement. A recent cheating scandal in Atlanta public schools is a good example of the consequences of putting too much value on the goal without considering the means of its achievement. ("Rhode Island Public Radio") Under the “means” student’s long-term performance and versatile abilities are meant. Even more, a study revealed that usage of Ritalin and Adderall is widespread among high school students. They are expected to increase concentration, alertness, and speed of mental processing – another alternative to preparation and hard work. Putting it in other words, students see more value in passing a test than in the very idea of acquiring knowledge Apart from that, “one size fits for all model”, which tests are aimed to serve, cannot be adequately performed as far as students are not placed under the same conditions. One of the significant benefits that proponents of standardized tests often mention is the opportunity to compare achievements of students from different districts and states. This means that there is certain standard in education to which everyone should strive and which is used as an objective measure of one’s success. The following position of supporters of tests is clear and comprehensible, but idealized. It would be relevant in case the context in which tests take place would be all ideal. (Kohn) In reality, “one size fits for all” disregards the variety of factors that can influence one’s performance. To start with, even the most dedicated and bright student with constantly high grades can be bad test takers. A student can apply efforts to keep his/her grades high, be interested in study and extracurricular activities as well as very motivated, but become completely lost under pressure. According to Dr. Richard Cuenca, there are students who can reach a “debilitating level of anxiety” during a test when their bodies experience a chemical reaction that results in brains “shutting down.” (Cruenca) The following can be compared to the experience of danger and fear that influence one’s functioning, often resulting in literary “freezing” when a student can become unable to function academically. Such changes can be seen on brain images scans. (Cruenca) It is clear that the increasing amount of value put on standardized tests only worsens the situation. For years students are told that tests would define their future lives and those who scored poorly or lower than an average are probably not bright or talented. All this creates a perfect environment for a student to feel at loss and have all his/her knowledge erased as soon as tests start. Furthermore, much criticism is being said in relation to tests favoring some groups of students over other by containing inherent cultural bias. The presence of certain racial patterns in students’ performance is not a novelty. For years the average scores of black and white students have been compared and debated with the first legging behind the second. Among the possible explanations was suggested the fact that African-Americans and Latino students continue living in unfavorable environments in which schooling conditions and the quality of education are poorer: schools lack technical and sports equipment; shortage of teachers; high rates of juvenile delinquency. (Reese) However, not only the social conditions appear to be unfair, but the content of tests biased as well. Critics explain that tests ignore cultural, racial, ethnic, or linguistic diversity of students. Specific family history, language style, traditions subsequent knowledge are all important in this regard with opponents of standardized tests claiming that their content favors white population . “It is given by the white people, made up by white people and even graded by white people” – explained one of the students after refusing to finish the test. (Reese) The issue lies in a fact that the questions are concerned with cultural expressions and experience of a dominant society, which gives the white student a considerable advantage that stems not from hard work or learning, but from their belonging to a particular community. Subsequently, tests can not only be inaccurate in measuring one’s knowledge and abilities, but also fail to perform their role of being “one size fits for all” measurement. As such, their potential to serve as a single most important criterion for assessing students’ performance is questioned. Although standardized tests are intended to serve as “one size fits for all” measurement, numerous heated debates and protests against them prove that they, actually, fail to fulfill their role. Reports show that tests contain cultural, ethnic, and linguistic bias which favors the white population. Moreover, some people are not good at taking tests as they may suffer from extreme anxiety and stress that result in poor performance. Another significant problem with standardized tests is that they ignore a lot of factors which should be taken into account. To this belong students’ long-term performance and a set of qualities including creativity, critical thinking, imagination, and other important properties that can predict one’s educational potential. Apart from that, focusing too much on tests results undermines the longing for knowledge and declares passing a test the most valuable acquisition. Consequently, there are enough evidences to consider that tests, being a single measure, cannot be effective in assessing students’ success in college. Works cited Cruenca, Richard. "Dr. Richard Cuenca’s Friday Letter: Poor Test Takers?." David Posnack Jewish Day School . n.d. n. page. Web. 27 Mar. 2015. . Kohn, Alfie. "The c ase a gainst s tandardized t esting: raising the s cores, r uining the schools." 2000: n. page. Web. 28 Mar. 2015. . Reese, Ronnie. "Minority Testing Bias Persists." Huffington Post 21 Jan 2013, n. pag. Web. 28 Mar. 2015. . Strauss, Valerie. "The important things standardized tests don’t measure." Washington Post 1 Mar 2015, n. pag. Web. 28 Mar. 2015. . "Trial To Begin In Atlanta Public Schools Cheating Scandal." Rhode island Public Radio. 2014: n. page. Web. 28 Mar. 2015. Read More