For decades, standardized tests have played a key role in the U.S. education system. With the implementation of No Child Left Behind, a George W. Bush-era bill that penalized schools for not meeting certain testing standards, the importance of such tests only increased. While the bill has since been replaced, standardized tests still play a critical role in determining school success. Advocates say it is an invaluable way to judge school effectiveness. Opponents say the tests are biased and harmful to critical thinking. What do you think?
Proponents of standardized tests like Dr. Gail Gross, a Huffington Post contributor, argue standardized tests provide the most straightforward and comprehensive measure of whether students in any particular school are learning.
We must not fear that which can offer us the best possible opportunity to transfer information in the most effective way. One important measure for that transfer is the standardized test. Such testing gives the teacher important diagnostic information about what each child is learning in relation to what he has been taught. Only in this way can the teacher know if the student needs intervention and remediation; if the curriculum matches the course requirements; or if the teaching methods needed are in some way lacking and require adjustment.
Furthermore, the standardized test gives valuable insight into broader issues, such as the standard curriculum important to grade level requirements, and an education reference point for fair and equitable education for all children in all schools — district by district and state by state. This can also lead to better teaching skills, as teachers will be held accountable to help their students meet these standards.
Chad Aldeman, an associate partner at a nonprofit education research and consulting firm, not only agrees that tests are the best way to determine student success, but that testing is needed every year to provide an adequate portrait of students’ learning.
[A]nnual testing has tremendous value. It lets schools follow students’ progress closely, and it allows for measurement of how much students learn and grow over time, not just where they are in a single moment.
It also allows for a much more nuanced look at student performance. For example, rather than simply looking at average overall school performance, where high performers frequently mask what’s happening to low achievers, No Child Left Behind focuses attention on the progress that groups of students are making within schools — a level of analysis that is possible only with annual data. To be confident that the test results aren’t pulled up or down by a few students and to minimize year-to-year variability, states usually consider only groups of at least 30 or 40 students. States are also able to average results over multiple years or across grades.
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