Persuasive Essay On Standardized Testing

From many years, it is known that each and every person on this plant are not identical. We all learn by nurture, using what we have from nature, in widely different ways. Yet, we expect every person in America’s schools to take tests that are based off of the normal, the typical . Standardized tests have set a bar for a normal society, a society that is not normal and not standard. Taking tests that are meant for the normal human is wrong. Expecting humans to become normal; devalue their strengths and weaknesses; and change school to be more about passing a class than learning from the class. Standardized testing does not measure the capability of a certain individual and decreasing the funds and benefits for the students who suffer from this

(Claim of Policy).
Standardized tests can not fully measure the ability of a student because it only evaluates the student's ability to take a generic test.

The generic test are given out as an example of what should be the normal knowledge of a person. Although a students may do well in a class with worksheets, in class discussions, or projects, but lacks the grade in tests could be due to test anxiety. Research on 414 students by Rana and Mahmood states, “out of the 116 males total test anxiety scale scores, the mean value is ranging between a minimum of 38.91 for male students of department of Statistics to a maximum mean score of 49.06 for male students of department of Mathematics,” and “ it is also found that achievements is significantly inversely related to both emotional and worry scales as well.” Rana and Mahmood also reference the studies of Zollar, Ben-chain, and Spielberger: “It has been found that students consistently perceive examination as a source of increase in anxiety and a situation engulfed with uncertainty/unfairness in letting them demonstrate their true achievements.” It has been proven that test anxiety is truly affecting students ability because forty-nine out of one hundred and sixty one males showed deficient due to anxiety, emotion, and worry (Claim of Fact). It limits their achievement with grade point averages, scholarships, and entry into school they would other have the ability to succeed greatly in. Standardized test should take into consideration the

anxiety of others in order to optimize their output scores (Claim of policy).
The human thought process is different for each and every student. Some students learn more quickly than other or have disabilities and struggles that interfere with the thought process. It is clear that we can not teach each person the perfect way to match their learning abilities, but we can test them by what they can output and show (Claim of value). A six year study done by Schifter and Carey concludes, “situating assessment in virtual contexts does in fact help students in answering multiple choice questions correctly and also helps students better understand their own science knowledge and learning process.” Putting students in situations benefits them more than if you were to teach them to take a test. Situation that pertain to life and give meaning to the content rather than just content meant to be answered A, B or C.
Standardized test can not fully measure the ability students have and take away from the schools that show that there is sufficient learning problems (Claim of value). A test to evaluate the general populous that expects normal in a world where no one is normal, is similar to expecting a musician to play in college football with no experience. A great quote from Albert Einstein is “Everybody is a genius, but if you judge a fish by its ability to climb a tree it will live its whole life believing it is stupid,” outlining what is expect from a standardized test. They teaching methods have changed, but the tests that matter have not. It can not be one or the other. It has to be both.