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Arguments against standardized testing
Standardized testing in education
The benefits of standardized tests
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Recommended: Arguments against standardized testing
Standardized testing is a type of test usually serve to determine how well you understand a concept which is often used for placement. These types of test include questions in a form of an essay, short answers, multiple choices, or a combination of these together and are given out as early as in kindergarten. This practice has been used for so long that it has become a part of the American culture. Every year, high school juniors and seniors worldwide take the SAT or the ACT in the hope that they score high enough to get into their dream school. However, there has been a lot of ongoing debates revolving around the idea of the use of standardized testing in college admission and the whether or not they are effective in determining a student’s …show more content…
These institutions believe that standardized testing should not be completely opt out as do play a factor along with GPA, extracurricular activities, recommendation, essay, and interview in the ability to determine a student’s success.
For example, at Whitman College, in using these factors, they determine altogether, whether or not a student should be admitted to their school. However, they mentioned that, “SAT scores alone neither admit nor deny anyone.” They look at an applicant in a holistic way while maintaining true to the idea that the SAT can determine a student’s success, just not alone.
In a research done at the University of Minnesota and Vanderbilt, they found that both GPA and the SAT can measure a student’s success. In addition, researchers in the Vanderbilt study found that the SAT can even determine a student’s success after college. This includes their income and occupational achievement.
Ryan Lessing, an applied math-economics concentrator and staff writer for the Brown Political Review, however, note that although GPA is a better indicator in determining a student’s ability to succeed at an institution, it is more effective when GPA and test scores are both
Standardized tests, such as the SAT and the SOL, have been implemented for many years now for individuals in grade school to take. The SOL’s, or Standards of Learning tests, are Virginia’s version of standardized tests that students are required to take in order to pass a class, evaluating their knowledge on a specific subject. SOL’s are mandatory for students to take as soon as they reach third grade. Additionally, the SAT is a test taken in the final years of high school that colleges look at when comparing students for post-secondary school. People concerned with student’s education can come to the common consensus that education is important and there should be some way to compare a student’s achievements to one another. However, the process
Kat Cohen, the college admissions counselor regarded earlier, once stated, “Today, there are more than 900 test-optional schools — schools that place less, or no, emphasis on test scores when evaluating college applications” (Cohen par. 15). Basically what Cohen is implying is that test-optional schools are on the rise. Valerie Strauss, a reporter for The Washington Post, stated in article that, “With almost 123,000 students at 33 widely differing institutions, the differences between submitters and non-submitters are five one-hundredths of a GPA point, and six-tenths of one percent in graduation rates. By any standard, these are trivial differences” (Strauss par. 3). What Strauss is saying is that the differences in GPA between those who choose to submit their test scores with those who choose not to is very small, which can as well be applied to their graduate
... a tedious process, but the change can have immense, positive effects for the future college student. The ACT and SAT that supposedly measure a student's learning potential through multiple-choice questions should be replaced by a test of a student's desire to learn determined through the analysis of essays, recommendation letters, and school or community involvement. This change can result in a more academically motivated freshman class. Standardized testing in its current form does not accurately measure most students' learning potential. It does not allow for diversity and creates a huge hurdle for many potential academic achievers. An adjustment to a diverse, open testing format of the ACT or SAT and a stress on the student's other academic accomplishments can accurately measure the student's desire to learn, therefore measuring the student's learning potential.
In our undergraduate admission system, fully 110 points out of 150 are given for academic factors including grades, test scores, and curriculum. We only count 12 points for test scores, but that is because we value high school grades to a much greater extent--- they can earn up to 80 points. We consider many other factors as well. Race is one of those, but a student who is socioeconomically disadvantaged also can earn 20 points (students cannot earn 20 points for both factors, however). Geographic diversity is also important, and a student from Michigan’s upper peninsula, for example, earns 16 points.
"Findings from a study released in early February showed that high school grade point averages were better predictors for how students would fare in college than SAT and ACT scores" (Westlund). GPAs better show colleges a student's success in academics than a test. GPAs better expresses a student's potential, determination and commitment to school.
Since the U.S. Congress passed the No Child Left Behind program, standardized testing has become the norm for American schools. Under this system, each child attending a school is required to take a standardized test at specific grade points to assess their level of comprehension. Parents, scholars and all stakeholders involved take part in constant discussions over its effectiveness in evaluating students’ comprehension, teachers’ competency and the effects of the test on the education system. Though these tests were put in place to create equality, experts note that they have created more inequality in the classroom. In efforts to explore this issue further, this essay reviews two articles on standardized testing. This essay reviews the sentiments of the authors and their insight into standardized examination. The articles provide sufficient evidence to demonstrate that standardized tests are not effective at measuring a teacher’s competency because they do not take into account the school environment and its effect on the students.
Standardized testing is a down fall to many students but also an opportunity for many others. Standardized testing has its pros and its cons. It can be the make it or break it factor into getting into colleges you are hoping to attend or the scholarships you want to earn. Some people may have their opinions about the test, whether they hate it or not but the fact is that it’s here to stay.
Thousands of students around the country and around the world will be preparing for the SAT and ACT tests while trying to maintain a high GPA. These tests will potentially have a significant impact on students' lives. Some will be taking these tests for the second or even third time to get that 1500 out of 1600 or that 33 out of 36, that they long desire. These flawed tests are not truly able to measure how well students will perform in college as they are supposedly used to predict. A single test that students have to wake up for at six, seven in the morning on a Saturday and travel to some random location to take a difficult test should not impact the student's chance of getting into college, let alone predict how well they will do in college.
Standardized testing has been proven to be biased towards those of ethnic and socioeconomic disadvantaged groups. Wealthy students become more prepared for standardized tests through better life experiences, such as top-quality schools and test prep tutors. Steven Syverson implies that students with high SAT scores are presumed to be “bright” and encouraged to consider the most selective colleges, with no regard to their academic performance in high school (57). Those students that were considered elite, but did not perform well their parents suggested to admission counselors that they were “not challenged” in high school (Syverson 57). According to Marchant and Paulson, race, parent education, and family income were found to account as much as 94% of the variance in scores among states (85:62). Students that belong to multiple disadvantage categories suffered greatly in the scoring criteria. The majority of students with socioeconomic disadvantages are discouraged from attending college. However, those that choose to further their education are more than likely the first ones in their family to attend college. Due to the large debate involving the admissions process using the SAT score, more colleges have adopted the SAT Optional policy because it is “consistent with their institutional mission and
John Allen Paulos is a popular speaker and writer as well as a professor of mathematics at Temple University in Philadelphia with a Ph.D. in the field. Paulos used to be a columnist writer for ABC News’ “who’s counting?” series where he wrote multiple stories such as, “Do SAT Scores Really Predict Success?” where he talks about how SAT scores do foresee a student’s success not only in college but later in life. This is a particularly interesting article to read because there are parts where I questioned Paulos’ ethos because of some of his comments did not make sense. On the other hand, he uses some statistics to strengthen his arguments as well as talk about the correlation between SAT scores and a first-year student’s success. For example, Paulos says “the SAT scores of students at elite schools are considerably higher than those of students at
I personally feel that college success is determined by an abundance of factors and different cases will make it impossible to predict. It is important to acknowledge that the SAT measures only projected success. Whether a student who scores high on the SAT chooses or is able to perform well in a college setting will never be able to be predicted. However, when colleges are looking for students, they deserve to know the odds and be able to select the students that are the most likely to succeed.
Creative, analytical, and practical skills are the kinds of that should be used to decide whether or not applicants should be admitted to college, not if they are “book smart” and can memorize the book inside out then ace the test. Until the schools these days realize that these SAT scores will mean nothing in a few years’ time, then they would continue to reject people that could go very far with their skills. Never forget, “great schools don’t always produce great people.” (Sternberg,
A college has a student’s application in-hand deciding whether or not to admit an aspiring college student. He has a 2.0 GPA, but a 28 on his ACT. Since he does not meet the admission requirements on high school grade point average, he is not admitted. The same college has another application in hand. This time it is a high school student with a 3.5 GPA, and a 16 on his ACT. He is admitted to the University. Nothing projects cognitive ability more than ACT/SAT scores, yet the student is not admitted simply because he struggled his first two years of high school before turning his life around. Admitted was the student with the 3.5 GPA was 5th in a class of 33. Declined was the student who was 69th in a class of almost 300. Through the years, more emphasis has been placed on high school transcripts than standardized test scores, but they are not the best indicators of success. Standardized test scores are the single best indicator of higher learning success.
Or does it take persistence, passion, and a desire to give back? Do ACT and SAT scores really matter? In Sarah Sheffer’s Article Do ACT and SAT scores really matter? New study say they shouldn't, Former Dean of Admissions William Hiss says, “‘...GPA matters the most’’’ (Sheffer).
College is an opportunity for students to further their knowledge and reach their goals, and an ACT score shouldn’t affect them for achieving them. The ACT score should not be the reason students don’t get accepted or how much scholarship money they should be rewarded. I believe this became an issue when colleges started determining college acceptance and scholarship awards based off a test score. A test score shouldn’t determine how a student will do in college. It’s an issue because colleges use the test scores to get an idea of the students’ academic ability to see if they will succeed at their college. This situation affects the students’ because they should have the opportunity to attend any college they apply to. This issue needs to be addressed for colleges to allow students to attend their college not based off the ACT score and award students for wanting to attend. Should the ACT score be the strongest determining factor of college acceptance and scholarship awards? No, I do not believe the ACT score should be the strongest determining factors of college acceptance and scholarship awards because the ACT score is not gonna determine the students’ college success.