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Noah Wong
Chansuolme
English 10 Honors
8 November 2023
Why Standardized Testing is a Failure
Standardized tests originated in the mid-1800s and were made to determine a student’s
preparation for college. These tests were mandated after the 2002 “No Child Left Behind Act” in
all fifty states as annual testing to understand each student’s performance. As time passed, our
rankings in education worldwide soon dropped from low to lower due to the constant blame of
other factors and the persuasive use of persistent standardized testing. So, the evaluation of these
assessments kills a student’s confidence, placing stress and anxiety on them, ultimately affecting
their performance.
While standardized tests estimate a student’s level of knowledge, teachers alike agree that
performance is not the best metric to measure student growth. To begin with, the United States
increased its focus on standardized testing to improve national scores (“Do Standardized Tests
Improve Education”). However, when comparing results internationally, there has been no
significant improvement in the past two decades. This evidence implies that, as a whole, our
focus and education have not improved our results in the long run. At this age time, students are
assessed on grade-appropriate material. They are not re-tested on poorly performed information
from the year before (“Do Standardized Tests Improve Education”). Therefore, this statement
represents that even if students did learn the material, they are not measuring the growth from
one year to another. Ultimately, student performance on tests is not a great indicator of actual
growth.
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For the past few decades, standardized tests have been described as stereotypical and
discriminating against certain races and social classes. In addition to inaccurate performance
results, known stereotypes such as “Blacks are unintelligent,” “Latinos perform poorly on tests,”
and “Girls can’t do math” are threatening and insulting to students in many profound ways
(“Stereotypes Undermine Scores”). This information illustrates that these threatening stereotypes
destroy a student’s desire to succeed, resulting in the influence of failing test scores. According
to “Do Standardized Tests Improve Education,” when tests are being made, designers rely too
often on questions assuming background knowledge held more by White, middle-class students.
This evidence proves that there’s discrimination against other races when test makers are not
held accountable for not acknowledging other races and social classes. Overall, minorities are
discriminated against and stereotyped when standardized tests are being created and assessed.
Some believe that standardized exams can be used for data collection on a single
student’s performance despite outside influences or other factors. The problem is that inside
influences such as the student and teacher relationship play a considerable role in determining
how the final scores are affected. Nathan Hargrove writes that when teachers care about
students’ actions, they feel a genuine connection and have a better relationship. For example,
students with good relationships with the teacher remained high-achieving and were mainly
unaffected by poor teacher relationships (Hargrove). All of this evidence adds up to show that
the methods and relationships a teacher makes affect how the student scores. As a result, the
student-teacher relationship is the most significant influence on the student’s success.
Standardized exams evaluate a student’s skills and knowledge but are inaccurate
indicators of future success. Researchers have learned that standardized tests only judge small
skills, excluding creativity, problem-solving, critical thinking, and more (“Do Standardized Tests
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Improve Education”). According to the article, with only a few skills being assessed, this
ultimately narrows a student’s preparation to succeed in college. One idea from “Do
Standardized Tests Improve Education” is that grade point averages are likely more vital
indicators of future success than standardized exams. This evidence clarifies that grade point
averages assess various skills needed for college success, making them better indicators for
future success. In short, grade point averages are a more effective way to indicate future success
than standardized exams accurately.
In conclusion, standardized tests are insignificant indicators or metrics to gauge a
student’s success in college. Personal interactions are a significant factor in student success,
which results in better grade point averages and is a more prominent indicator of future success.
Outside factors such as discrimination or stereotypes threaten confidence and desire, leading to
failing scores. Why are we still using standardized tests when other factors, such as grade point
average and teacher interaction, have shown better results for students’ success?
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Works Cited
Hargrove, Nathan. “I Hate My Teacher And He Hates Me: The Effect Of Student-Teacher
Relationships On Academic Achievement.” The Neighborhood Academy , May 2023,
www.theneighborhoodacademy.org/editoruploads/files/Nate%20Final%20(1).pdf.
“How Stereotypes Undermine Test Scores.” Learning for Justice,
www.learningforjustice.org/professional-development/how-stereotypes-undermine-testscores. Accessed 8 Nov. 2023.
“Standardized Testing Pros and Cons - Does It Improve Education?” Standardized Tests,
17 Feb. 2022, standardizedtests.procon.org/.
“What’s Wrong with Standardized Tests? (Updated October 2023).” Fairtest, 31 Oct.
2023, fairtest.org/facts-whatwronhtm/#:~:text=All%20tests%20have%20“measurement%20error,of%20tests%20are%20part
icularly%20unreliable.