Should Schools Continue Using Standardized Tests or Not?

by Yusuff Ademola A.

Standardized testing in the educational system has been the centre of debate for decades. The public forum has been dominated with the argument of the researchers and scholars who oppose the use of standardized testing in the school system. Contrarily, some other scholars acknowledge that the advantages of standardized testing outweigh its disadvantages, and thus suppose that standardized testing can be used in the school system. 

The search for alternatives to standardized testing has led to the discovery of ‘alternative testing’. Hart, in his “Authentic Assessment: A Handbook for Educator” concurred:

“The search for alternatives to standardized testing as a means of evaluation has led to the discovery of authentic assessment. Authentic assessment has many names, including, alternative assessment, performance assessment...” (Hart, p.9)

However, it has been argued that all forms of evaluation have both advantages and disadvantages. Hence, both standardized and alternative testing can be used side by side, and the essential matter is to use the right form of assessment at the right situation.

Standardized testing is described as a test administered and scored in a standard or consistent manner – that is, its conditions for administering, scoring procedures and interpretations are consistent. W. James defined it as: “Any test that is administered, scored, and interpreted in a standard, predetermined manner.” 

The term standardized testing is often used along with high-stakes; although, they are not in themselves high-stakes, rather, they are used for high-stakes purposes. The proponents of standardized testing argue that the testing is fair and objectively measures the ability of students, and ensures that teachers and schools are accountable.

Objectionably, research studies have shown otherwise, that the use of standardized testing incorporates numerous devastating effects on the school climate, curriculum, teaching schedules and learning outcomes.

Furthermore, the validity and efficacy of standardized testing have been criticized; it is argued that it measures only a small amount of what constitutes meaningful learning, it causes harm to teaching and learning by narrowing the curriculum – “teaching to test”; and its purpose is not to develop productive and creative individuals, but rather, to prepare the individuals for the exams, and thus creates pressure on the teachers and students.

Bracey, assented in his research concerning the impact of testing that, tests administrators require teachers to spend considerable time on preparing students for testing to ensure increased test scores. (Bracey, p.806)

Moreover, it is found that standardized tests do not measure qualities that make a complete creative and productive individual such as critical thinking, motivation, self-discipline, self-awareness, enthusiasm, creativity, endurance, persistence, courage, compassion, integrity and other characters that make up an individual to stand out among their peers. Thus conclusively, standardized test doesn't instigate an individual to look beyond academic excellence.

On this account, I support all the arguments against the use of standardized tests in the educational system, and instead schools should use alternative testing which (amelioratethe thinking faculties of students) will be discussed below.  

Having opposed the use of “high-stakes” tests in the school system, the issue at hands is how to create alternative forms of evaluation to standardized tests. In determining alternatives to standardized tests, the first step is to ask, ‘what is the purpose of assessment and also, is the purpose meaningful?’

It is worth noting that the primary purpose of assessment is to improve students' learning, it also serves other purposes such as providing the parents the achievements of the students. Thus depending on the purpose, different forms of assessments can be used.

Alternatives to standardized tests have been in use in the U.S and other industrialized nations. It requires diversity in thinking about what constitutes knowledge and the purpose of knowledge.

Unlike standardized testing which narrows the curriculum, alternative testing grows out of, whilst still part of the curriculum. Maeroff acceded that alternative assessment does not drive instruction, as do standardized tests, but grows out of and is part of the curriculum. (Maeroff, p.274)

Shepard also asserted that performance assessment aimed at thinking and problem-solving. She proved in her study, that when faced with new challenges, effective teachers found ways to overcome the challenges, thus improving teaching and their students’ learning. (Shepard, p.4)

The following is the description of some of the most common forms of alternative testing.

Portfolio-Based Assessment

This is one of the more promising forms of alternative assessment. It refers to direct demonstrations of students learning into assessment system. It includes keeping of records and collections of students’ works such as projects, individual and group presentations, reports and papers. Students are always emboldened to ponder over their works which have been selected. This reflection helps the students think about what they have learned and their learning processes, and thus consequently contributes to the overall goal of improving students learning.

This form of assessment is examined and evaluated by the teachers based on a scoring guide. The score is then recorded by the teachers on what is called ‘learning record’ with attachment of evidence of works. This record is useful for the teachers and parents to determine the progression of the students.

Performance Exams          

Performance exams are tests used to assess the ability of students in performing certain tasks such as conducting a laboratory experiment, writing an essay or an oral presentation. It has been found that this form of assessment has advantage over standardized exam in that it drives the curriculum in a relatively progressive manner.

The usage of performance exams encourages instructors to wider range of practical works in the classroom, which can deepen learning and enrich instruction. It also helps teacher on how to develop more fascinating and academically worthy projects for the students.

Proficiency Exit Standards

This assessment combines the approaches of performance exams and portfolio-based assessments, and sometimes includes standardized exams. Under this approach, students are required to meet some certain standards to get promotion.

The approach is considered more rigorous than standardized exams, and provides opportunity to assess various different abilities of the students. This form can be used by school administrators who would not want to rely exclusively on any single assessment, for it incorporates both the approaches of standardized and alternative testing.

Educational researchers and theorists have identified numerous alternative forms of evaluation to standardized testing amongst which are: Stealth assessment; Multiple measures: (a) social and emotional skills surveys (b) Game-based assessment; and Exhibitions.

In conclusion, standardized testing creates more devastating effects than it does benefit. Thus, its exclusive usage in the academic setting should be snubbed; rather its alternatives which have been discussed above should be incorporated into the school system. However, for more effective assessment, the use of proficiency exit standards would be appropriate as it uses the approaches of standardized testing and its alternatives.

Finally, it is worth noting as well that alternative assessment has received criticisms from its opponents; the most common of which are time consumption and expensive cost.