Throughout my public K-12 years, one phrase was frequently repeated by my educators: “I would love to go into more detail about this topic and give you content enriching activities, but there just isn’t any time. You all have a state test to prepare for.” As a student, my internal response has always been what went wrong and when did this testing obsessed ideology begin? The answer to that question is subjective, as a variety of factors have contributed to a culture of testing.
To give a brief synopsis, the No Child Left Behind Act of 2001 in addition to the rise of Common Core Curriculum in 2009 had every intention of enhancing the minds of students. Despite the fact that these are federally endorsed in direct opposition to the Tenth Amendment, there is a myriad of other issues associated with these programs. While the goals of these policies are clear, the obvious result is an overflow of testing and classrooms that are strictly geared to ensure student success on tests. In an effort to get ahead in the world pertaining to innovation and “success,” testing emphasis has dangerously constructed a country of individuals who are not immersed in an atmosphere that allows them to truly learn in all subject areas.
Test scores might claim that students are learning, but what about critical thinking, creativity, or the ability to even construct a strong argument in a paper? While standardized test scores are often used to categorize student abilities, those scores can certainly overestimate or underestimate student mentality. This is an injustice to students whose scores do not accurately depict their skill set. For example, I had a 4.3 Grade Point Average in high school, but my ACT score was a meager 24. According to most prestigious universities, I was not intelligent enough for acceptance. They failed to look through my various accomplishments, read my essays, or have a conversation with me. They neglect to realize that I randomly bubbled answers on the ACT because the time limit never allowed me to focus or even read the questions at hand. I am one of millions that share this same story.
In high schools, the stigma of testing is at an all time high. SAT and ACT preparation is a routine in most classrooms so that students can prove they are “college ready” by reaching mandated benchmarks. This system forgets those who do not plan to attend college. It falsely tells students that college is the only form of success and they are forced to spend their formal education taking ACT and SAT prep, which adds absolutely no value to their future. High school students should know how to construct a proper argument, problem solve, and have political opinions upon graduation. What is so wrong with being “life ready” as opposed to solely being ready for college?
Teachers themselves are capable of identifying student strengths and weaknesses outside of high stakes testing. If teachers and students, who are most directly affected by educational legislation, feel that too much emphasis is placed on standardized tests, shouldn’t their viewpoints be the only ones that matter? Individuals who will never spend a day in the classroom should have no judgment on legislative educational policy.
A central argument for intensive standardized testing emphasis is that it contributes to teacher accountability, continuity, and is an objective way to measure growth. To some extent, testing loosely accomplishes those goals in middle class and wealthy districts. Sadly, low-income districts still get left behind. Low-income parents cannot necessarily afford test preparation that some students receive. There is also immense inequity in school funding nationwide. Schools need high scores to be “worthy” of funding, but fall in scores because they have low funding. Paradoxically, in an attempt to extend the ladder of opportunity for all students by measuring learning, the effects are reversed.
I am not claiming that standardized testing should be completely eradicated. I realize tangible scores are necessary for college admissions and school accountability. However, our system is gradually transitioning into a state of devaluing the essence of meaningful learning as long as scores are high. This conversion is not the choice of teachers. They realize it is happening, but the sake of their job security really gives them no choice in the matter. We are evolving into a system that treats students as if they are a number.
Learning is a process. It should ideally be the most exciting part of a student’s day. Somehow, groups of American educational policymakers have adapted the idea that learning can be measured. Standardized testing is currently viewed as the best way to gain an objective and comparative method of holding teachers accountable. However, what is “objective” is not always a fair depiction of student capabilities or their resources. Numbers on a page compare test performance but a variety of other factors are left out. Of course teachers should be held accountable, but spending every moment in the classroom preparing for tests without really developing skills is not helping students in their future endeavors. Because a culture of testing decreases teacher autonomy, it can crush the imaginative and creative qualities that should dictate the learning process in every classroom.
