Standardized Testing has been a comparable data collection in schools for decades. It’s used as a measure not only to gauge one’s capabilities and skills, but also to facilitate certain placements in future schools and classes. However, standardized tests often provide inaccurate data on student ability, failing to account for diverse intelligences, learning styles, and external factors that influence performance. It diminishes a student’s true abilities and skills, highlighting only how well they perform in that moment. With ongoing discussions about the curriculum and the impact of testing on student well-being, it’s crucial to re-evaluate the role and validity of standardized assessments in our educational system.
Numerous studies have shown that standardized testing in schools can take away from students’ real skills and doesn’t allow for an accurate assessment of them. The National Education Association has published several articles and reports discussing the negative impacts of high-stakes standardized testing. Cindy Long, who is a senior writer for the National Education Association, shares that “Standardized tests don’t allow choice because it’s one-size-fits-all. Students may have the knowledge, but may not be able to show what they know and understand on the test.” It indicates that an overemphasis on these tests can lead to a narrowed curriculum and increased stress for both students and educators. Not only was this discussed nationally among teachers and students in the education system, but when speaking with Maggie Stewart, a current School Psychologist Practicum Student, she expressed that “standardized testing doesn’t show the full picture of who a student really is and what they’re capable of.” This can lead to limitations in the school system and potentially disrupt a student’s plans solely based on their skills as determined by that one assessment. Standardized testing is a completely inaccurate depiction of one’s abilities because if a student were to have test anxiety or any issues that hold them back from doing their absolute best on that assessment, then it creates a false measure of one’s performance.
These assessments can focus on a narrow range of skills and knowledge, taking away critical thinking and creativity. When speaking with Avery Junker, a current junior at Oak Hills High School, she explains that “When I didn’t have any accommodations, standardized testing would make me super stressed and I would never finish any test.” Students often feel rushed and incapable of exerting their full potential when completing high-pressure assessments, such as the ACT. It can potentially lead to misrepresentation of their actual capabilities.
Many students and professionals may disagree with me, but despite the limitations of standardized testing, they are essential tools for providing objective and comparable data on student achievement and school performance. Standardized tests are designed to ensure all students are evaluated under the same conditions and allow for fair comparison of student performance. While the intention behind standardized tests is to provide valid, curriculum-based data, their broad comparability ultimately diminishes the ability to truly measure individual achievement and student ability.
Education is seen as a pathway to future success and equal opportunity. Suppose the assessment tools we use are inherently biased and fail to capture the full potential of a student’s ability and skills. In that case, their scores can tear down existing qualities of that student’s potential. Not only should the immense impact of standardized tests be lowered in high school settings, but it should also be discussed within every education system and grade throughout a student’s career. This way, not only will teachers, administrators, and representatives receive an accurate depiction of a student’s abilities and performance, but they will be able to understand them more as a person, rather than just a singular assessment.
