Standardized Tests Issue Report-pdf

Chasity Mack 12 May 2019 Bliss-Carroll ENG 112-204

The Use of Standardized Tests as a Measure of Student Intelligence

The use of standardized tests has been an aspect of education for the past several years. These tests have been used to measure intelligence as well as the progression of students across the world. With an analyzation of the history of standardized tests as well as how they affect the transition from middle school to high school, their efficacy has been further explored. Researchers have examined discrepancies between standardized tests and classroom grades as well as how these tests could be detrimental to the mental health of students. Each of these aspects further explain and study the use of standardized tests. Standardized tests have always been a large part of education. From the very beginning it has been in question whether these tests are germane to development of students. Researcher Beth Ann Fulton mentions the fact that the number of standardized tests has increase drastically over the past few years. “The number of standardized achievement tests that students in the United States are required to take has increased significantly during the past decade” (Fulton 3). The history of these tests date back to around 200 B.C. when the Chinese government administered civil service exams to Chinese citizens. Passing scores on these exams landed those

who passed a job in the administrative system of the Chinese government as well as a change in social status. This shows the amount of substance standardized tests hold as they relate to overall status and measured intelligence. These tests soon began to equate student’s progress to their scores on these tests. “Through the test, the teacher, and later the policymaker defined what was expected of students, and the test in turn forced students to reveal periodically how their learning was progressing” (Fulton 3). This exemplifies the high level of importance that these tests obtained and how they measured the progression of the students involved. This introduces the topic of how standardized tests aid in the transitioning of students from middle school to high school. Researchers have investigated the impact of standardized tests on student’s transition from middle school to high school. It was found in a study conducted by Allan S. Gresham that the analyzation of middle school grades was a stronger predictor of high school performance than standardized tests were. “In addition, this study found middle school grades to be far stronger of a predictor suggesting that the primary determinate of placement decisions for the ninth grade can be found in the classroom track record of incoming ninth graders and not standardized test scores” (Gresham 4). This statement proves that the use of standardized tests may not be relevant, in any form to the performance of future high school students. With classroom grades being a much stronger factor than standardized test scores, it has come into question if these tests should continue to take place. The student’s scores on these tests seem to be unrelated to overall performance in the classroom as well as being future predictors of performance in future grades. This idea leads into the topic of discrepancies found within standardized tests and classroom grades.

There have been many discrepancies found between standardized testing scores and overall classroom grades by researches over the past few years. For example, in a study examined by Carolyn Y. Bolek, data was collected from a high school that compared standardized testing scores to grades in student’s core classes that were averaged for an overall high school score. As the differences were compared it was found that student’s classroom grades had an overall positive correlation, while their standardized testing scores produced insufficient data to determine any correlation between the two. “This study provided information to determine that students are taught to the standard of the state assessment, but not to the standard of the national assessment” (Bolek 4). This statement shows that students are taught on a more local level, which effects their scores on national assessments. “A narrative-based reporting system was once used but has been replaced by a single identifying score that does not, and cannot, by itself give strategic feedback for areas of mastery or improvement” (Bolek 24). This statement represents the fact that many standardized tests do not do a good job at displaying the improvement or work that students have accomplished. With these tests being held to such an incredibly high standard, the topic of how standardized tests effect the mental health of students is introduced. The amount of pressure placed upon students when taking standardized tests has grown over the years due to the increasing amount of significance that these tests hold. This pressure has proven to affect the mental health of students across the nation. In a study observed by Beth Ann Fulton, she mentions the increase in test anxiety among students as it relates to the increase in standardized testing. “Researchers have found that test anxiety is often a problem related to the increase in testing” (Fulton 3). This statement exemplifies the level of intensity students face when taking these tests. Several states go as far as using the failure of standardized tests to

withhold diplomas, causing emotional turmoil for many students. The study also mentions the fact that test anxiety may cause a decline in student’s scores on standardized tests. “...However, if children have high levels of anxiety before or during a test, they may not show their true abilities, thus impairing their performance” (Fulton 19). This shows that students under stress tend to focus more on the emotional aspects of the situation at hand rather than the required task. Standardized tests have a large impact on the success of students today. It is questionable whether these tests should determine the amount of intelligence an individual obtains. It has also been proven that standardized tests can have both negative and positive effects on students as well as teachers. It is important to explore the multiple factors that may have an impact on the scores that students are making on these tests. These topics highlight a few issues that influence the effectiveness of standardized tests and how they may or may not reflect a student’s overall performance in a class.