Standardized tests are assessments
used to collect data of students’ success of obtaining the information taught
throughout their academic career (Ohlemacher, 2014). The content of
standardized tests include material that is deemed necessary to know in order
to succeed in an educational setting and in life. The Common Core helps for
creation of standardized testing. The Common Core is a set of standards that
outlines what students should know by the end of each academic year (Common
Core State Standard Initiatives, 2014). By administering standardized tests,
education employees can determine whether the standards have been met. By
holding schools accountable for teaching the same information to meet common
goals, education can be researched and studied to ensure the most success.
Standardized testing allows for results on school efficiency, teaching
efficiency, and efficiency of students to obtain the knowledge.
Having standardized tests allows
for an accurate comparison of school efficiency. Results of these tests help
school officials to determine the types of programs and curricula that have the
greatest outcome in student success. A study was done comparing 20 school
systems that have been continuously successful in the academic success of their
students (Mourshed, Chijioke, & Barber, 2010). One action that is commonly
used among these school systems is the use of intervention programs (Mourshed,
Chijioke, & Barber, 2010). One type of intervention used was the
cross-stage intervention (Mourshed, Chijioke, & Barber, 2010). Cross-stage
interventions are used for change within the school system (Mourshed, Chijioke,
& Barber, 2010). There are six interventions that fall under this category:
revising the curriculum and standards, ensuring an
appropriate reward and remunerations structure for teachers and principals,
building the technical skills of teachers and principals, assessing students,
establishing data systems, and facilitating improvement through the
introduction of policy documents and education laws (Mourshed, Chijioke, &
Barber, 2010).
By using the results from standardized testing, school
officials can create a more successful learning environment.
Standardized testing also allows
measurement of student success. Under the No Child Left Behind Act, all
students must be required to complete standardized testing, including students
with disabilities (Rhee, 2011). All students are required to take standardized
tests that measure their academic level. Results from these tests allows for
teachers to understand the strengths and weaknesses of their students. Success
of students is connected to the ability of the teacher to successfully present
the necessary information required for students to learn. The results of the
standardized tests allow understanding of what works and what does not work in
the classroom. Through the results, teachers can modify activities in the
classroom in order for their students to succeed. In the same study mentioned
above, another type of intervention used was the stage-dependent intervention
(Mourshed, Chijioke, & Barber, 2010). Stage-dependent interventions contain
levels of success (Mourshed, Chijioke, & Barber, 2010). Results on the
standardized tests correlate to the level of an individual. The levels include
poor-fair, fair-good, good-great, and great-excellent. As a student becomes
more successful, their intervention program is modified (Mourshed, Chijioke,
& Barber, 2010).
At my high school, each grade,
except for 12th grade, was required to partake in standardized
testing. Results were never mentioned and I do not know if results were used to
ensure better education. For me, standardized testing was a day where I didn’t
have to learn, so I enjoyed having a break from my education. I didn’t care
about my results because there didn’t seem to be a consequence. I think my
school should have informed us about standardized testing and what it means for
our school and us as individuals. Not caring about my results could have
potentially given inaccurate information. Knowing or having consequences in
relation to my test results would have given me more determination to try.
Programs such as the stage-dependent interventions would have benefited me at
our school.
Success on standardized testing to
enter college is vital in order to get accepted. Colleges require standardized
tests due to the belief of predictive validity (Phelps, n.d.). Predictive
validity is the correlation between an individual’s success on entrance exams
and success of their college career (Phelps, n.d.). This correlation indicates
that if an individual resulted in a good score on the entrance exams, then that
same individual should have a successful college career. Before applying to
college, it was necessary that I took the SAT. The SAT is a standardized test
that measures critical reading, writing, and mathematics (The College Board,
2014). The goal of the SAT is to test students on material that they should be
learning during their academic career (The College Board, 2014). However, I
have known many students who have studied for this test, indicating that this
test is not necessarily testing on material that has been taught in schools,
but on material that has been deemed necessary in order to continue onto higher
education.
This test, as well as others, is
beneficial for colleges when accepting students into their programs. Colleges
can only allow a certain number of students to attend, so it is necessary for
colleges to determine which students can attend. It is important for colleges
to choose students that they believe will graduate from their institution.
Accepting students that cannot succeed only has negative impacts on the
institution. Having required standardized tests allows for colleges to
successfully accept students that will succeed.
Although colleges may have evidence
that required standardized tests might correlate to success in college, in my
experience I found that my SAT score did not correctly indicate this. I have
always been a bad test-taker, so I feel that my scores on standardized tests do
not always accurately depict my future success. Because standardized testing
may not always follow this correlation, colleges look at more than just
standardized tests when accepting students into their program (Phelps, n.d.).
Standardized testing is used to
measure students’ knowledge that they should have acquired during their
academic career. Results from these tests are used to evaluate the efficiency
of schools and their teachers. Colleges also use these results to determine the
future success of a student at their institution. In my experience,
standardized tests did not accurately depict my knowledge. However,
standardized tests are not the only thing used when determining efficiency.
Works Cited
Common Core State Standards Initiative. (2014). Common Core State Standards Initiative.
Retrieved from http://www.corestandards.org/about-the-standards/
Mourshed, M., Chijioke, C., Barber, M. (2010). How the
world’s most improved school systems keep getting better. McKinsey&Company. Retrieved from http://standardizedtests.procon.org/sourcefiles/how-the-worlds-most-improved-school-systems-keep-getting-better.pdf
Ohlemacher, J. (2014). ED 615 Principles of Assessment. Stevenson University. Retrieved from https://swblackboard.stevenson.edu/bbcswebdav/pid-849695-dt-content-rid-4813668_1/courses/14F8W2_ED_615_OL1/Module%201.pdf
Phelps, R. (n.d.).
Estimating the Costs and Benefits of Educational Testing Programs. Education Consumers ClearingHouse. Retrieved
from http://www.education-consumers.com/briefs/phelps2.shtm
Rhee, M. (2011, May 24). Accommodate Don’t Discriminate. The Blog. Retrieved from http://www.huffingtonpost.com/michelle-rhee/accommodate-dont-discriminate_b_866187.html
The College Board. (2014). The College Board. Retrieved from http://sat.collegeboard.org/why-sat/topic/sat/what-is-the-sat
People have argued that use of CCSS (Common Core) for tests like the SAT makes the tests equal all around for everyone taking the national exam. This is what allows for an unbiased statistical comparison of scores among all students in the country who took the same exam. Others argue that the standards and material on these types of test do not take varying interpretations of material and strategies by students into account. I like how you mentioned success on standardized tests is vital in entering colleges. Because colleges take other factors into account besides standardized test scores (i.e. GPA, extracurricular activities, entrance essays, etc.), do you think complaints about the material on these standardized tests are a little "blown out of proportion?"
ReplyDeleteRe. the SAT supposedly assessing whether students have learned what they were supposed to up to the point at which they took the test: Given what you know about curriculum and what you have experienced in taking standardized tests, do you think that the SAT more accurately assesses content knowledge, or critical thinking skills not directly related to content? I ask because I feel as if, unlike tests such as the HSA and AP tests, the SAT tests a student's ability to interpret things such as excerpts and problem situations (math). It is my understanding that the PARCC will lean more in this direction, too. Instead of determining whether students know what a linear relationship is, it determines whether students are capable of interpreting a problem situation, coming up with a solving strategy, and then arriving at the appropriate conclusion. Do you think that by teaching to the PARCC, we will inadvertently better prepare our students for the SAT?
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