Standardized Testing: For Better or For Worse?

1334 WordsJun 21, 20186 Pages
Standardized Testing: For Better or For Worse? Almost everyone in the U.S. recognizes that standardized testing is a central part of the education system in our country. What many people don’t know though is the history of where it came from. Beginning in the mid-1800s prestigious universities decided they wanted to give more students across the country a better chance at going into higher education, but at the time there wasn’t a way to measure the capabilities of students in both high class and low class families. This is how standardized testing came into play. If a student could do well on these tests regardless of their financial position than their scores would hopefully speak for themselves. Although, now standardized testing…show more content…
Then there are also the disadvantages that affects both teachers and students. Teacher’s are no longer expected to just present the information that would aid students, but they’re now arguably forced to “teach to the test”. “In general, teachers report spending from one to four weeks of class time on the following: having students complete worksheets that review expected test content, having students practice item formats expected on the test, and instructing students in test-taking strategies.” (Herman, Joan L., 1991) is a quote from a book that is based on the correlation between standardized testing and teaching. The amount of time spent on preparing students across the nation for testing increases with each additional test put in place, and this is time that could be spent preparing children and young adults for various other things. The results that a teacher’s students get on the test are also meant to reflect their ability to teach, but this isn’t always so clear cut. The tests don’t take into account the personal factors that could affect a student’s scores. A student could have personal problems at home, could be court-ordered to be in school, or just not want to try their best, and ultimately all these things will unfairly represent a teacher’s potential to teach. This is not only a misinterpretation of a person’s ability to relate information, but also an ineffective measurement of
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