Standardized tests is a common way of measuring a student's progress and performance in school. The tests may vary by different schools and grades and it usually takes up a large portion of a student's total mark. Although it is purposely designed to be a consistent and accurate tool. However, many questions the effectiveness of standardized testing. Standardized testing is an inaccurate assessment because it does not effectively judge the student's ability to learn or understand, it can not always be objective and fair, and it does not take into account the student's updated understanding.
Standardized test marks based on a student's performance on complete the exam, and little on their actual knowledge or skills. To get full mark, students needs to be error free, to finish within the time limit, and to follow the rules instructed. For these reasons, students worry on factors such as whether they will be prepared or not, will the test be too hard, or will they remember during tests. As a result, these factors often cause students to be stressful and even anxiety before and during the test. Through these tension, students' often is decreased in performance and becoming unable to demonstration their true understanding. Even those who are getting high grades and fully understands can choke under pressure, psychologists says that even “When it comes to the cognitive function needed during testing, anxiety and stress become our biggest foe.” (Ebert, 2013). This is because standardized tests does not take students' emotional or mental conditions into consideration and thus produce underestimated results. Furthermore, standardized testing can also taken advantage of. Cheating is something many people choose to during tests to achieve high scores. Over 70% of high school students admit that they have cheated at one point in school tests (“Cheating Statistics”, 2007). Cheaters would falsify test results because they are able to take full advantage of standardized...
Cited: Carey, Bjorn. “Smart People Choke Under Pressure.” Livescience. 09, Feb. 2012.
“Cheating Statistics” Caveon. 22, Feb. 2007.
Kornell, Nate. “A Really Hard Test Really Helps Learning.” Pacific Standard. 19, Jan. 2010.
Phelps, Richard P. "Teach to the Test." The WILSON QUARTERLY. 17, June. 2011.
Popham, James. “Why Standardized Tests Don 't Measure Educational Quality.” ASCD. March 1999.
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