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Claire Meyers

Mr. Ventura

1530 JCC English

24 November 2020

Viewpoints on Standardized Testing

A major controversy of the 21st century is whether or not standardized testing should

continue. This issue has been debated since the creation of standardized testing in the mid-1900s.

The issue has grown increasingly controversial in recent years. The purpose of standardized tests

is to create an “‘assurance of learning’” (Black and Duhon 91). Standardized testing is often used

as a specific method of evaluating student and teacher performance. Many different sides to this

topic exist, and three of those sides are the most prominent. Some people believe these tests are

not the best way to gage student performance and an alternative method should be instituted.

Some other people believe standardized tests are the best way to judge student development and

the efficiency of the courses being taught. Although two primary sides exist, another position

also exists, the position of only using the test scores to a certain extent because of the factors that

can have an effect on the overall results. As presented, three major positions exist regarding the

topic of standardized tests, and those significant positions are worthy of discussion.

Some teachers and some parents oppose testing, but not all necessarily oppose testing to

the same extent (“Schools are Putting Too Much”). Those on the side of opposition on this issue

believe standardized testing should end and another way to evaluate students should be

implemented. Standardized testing is supposed to be a uniform way to evaluate all different types

of students and the knowledge they have obtained throughout their academic careers; however,

not all students and all school systems are equal (Goral). Associate Professor Richard Greggory
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Johnson III believes that “the same problems that have historically plagued the test will remain

in the updated version, and that the exam isn’t needed at all” (Goral). Essentially, some teachers

believe that many problems exist regarding the tests and the scores that result from them, and the

continuation of standardized testing is nonessential.

Differing socioeconomic backgrounds have an influence on test outcomes for many

reasons. One major reason being different levels of preparation can cause a wide range in scores,

and this leads teachers and parents to be critical of the testing process (Goral). Another reason

for variations in test scores is whether or not students are good test takers. Some are opposed to

standardized tests because they believe the results do not accurately display the level of

knowledge the students have or the thoroughness of the teachers’ performance, but rather how

good students are at taking tests (“Schools are Putting Too Much”).

An alternative to standardized testing has been proposed, and that alternative is a series of

essays. This form of evaluation would allow students “to have flexibility and to bring in their

backgrounds to answer this question or these sets of questions” (Goral). Some teachers believe

this would be a better way to assess student analytical skills, rather than by simply having them

regurgitate facts (Goral). Those who believe standardized testing should end want to create a

more inclusive way of evaluating students, and they believe changing the way students are tested

is key.

Those on the side of the continuation of standardized tests are some educational

institutions, some teachers, and some government officials (Kuncel and Sackett). They believe

the scores obtained are useful academic tools that help determine whether or not academic

programs are successful in educating students. Standardized tests are used to determine “whether

learning objectives are being met,” and if these classes do not meet certain score requirements,
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“course content may be modified or additional course work may be added in areas with relatively

weak performance” (Black and Duhon 92-96). Along with simply testing students on their

retained knowledge, incentives need to be introduced in order for students to take the testing

process seriously and create more accurate results (Black and Duhon 92).

In addition to using standardized tests to assess class curriculum, they are also used to

gage student college readiness. Colleges use test scores to sort through numerous applicants and

narrow down the applications that need to be reviewed further (Kuncel and Sackett). Not only do

test scores indicate how well students will do in college and predict the classes they will end up

taking, but these scores also predict “faculty evaluations, research accomplishments, degree

attainment, performance on comprehensive exams and professional licensure” (Kuncel and

Sackett). Essentially, those who wish to continue standardized tests believe the system that is in

place is the best way to ensure students are being properly educated and are prepared for life

after school.

Betsy Devos, Education Secretary, believes standardized testing should continue. Devos

is a government official and a supporter of standardized tests and she has been a main enforcer of

the No Child Left Behind Act of 2001. The No Child Left Behind Act of 2001 was created “to

close student achievement gaps by providing all children with a fair, equal, and

significant opportunity to obtain a high-quality education” (OSPI). Due to the current

time of the COVID-19 pandemic, Devos has changed her position to suggest that

“neither students nor teachers need to be focused on high-stakes tests during this difficult time”

(Tampio). More recently, Devos has returned to her position that testing should continue this

year and is a necessary step that education systems need to take to ensure learning objectives are

still being met (Tampio).

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The side that is neither against testing nor for testing is one that can be placed in the

middle of these two opposing views. This position is held by some teachers and some

educational institutions (Baker and Rosinger). Those who do not necessarily agree on this issue

one way or another, provide information regarding how standardized test scores can be

influenced by other factors besides students’ knowledge and provide context as to why colleges

are becoming test optional (Baker and Rosinger).

Different socioeconomic backgrounds cause a variance in test scores and this creates the

idea that test scores are not necessarily reliable. Test results could be skewed because of

differences in controllable and uncontrollable factors in school districts. The uncontrollable

factors being “economic status or racial composition of the school’s students” and the

controllable factors could be “lowering class size by hiring more teachers” (Hoerandner and

Lemke 2). When certain school districts have to face different and “unequal challenges,” their

level of education may not be as great as those school districts who are more privileged

(Hoerandner and Lemke 2).

Substance abuse and behavioral characteristics are also considered to be factors that have

an influence on standardized test results. When looking at social characteristics, “lower test

scores and lower grades were predicted by elevated levels of attention problems, negative

behavior of peers, and disruptive and aggressive behavior” (Fleming, et al.). When reviewing test

scores from those with substance abuse issues, it was found that “being under the influence of

alcohol at school was negatively related to a student’s standardized math and reading scores”

(DeCamp and Daly). In addition to test results being skewed because students are from different

socioeconomic backgrounds, test scores can also be influenced by social characteristics of

students, as well as their history with drugs and alcohol (Fleming, et al.).
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Standardized test scores can be influenced by many different factors, and because of that

fact, numerous colleges have started to make the requirement of standardized test scores optional

because they want to create more diverse student bodies. Furthermore, to help create a more

diverse student population in colleges, a higher reliance has been set “on other criteria, such as

grades, personal essays, and extracurricular activities, to make their decisions” (Baker and

Rosinger). Although many factors can create a gap in standardized test scores, “when used

thoughtfully, as part of a holistic process, well-designed standardized assessments do not have to

be a barrier for disadvantaged students—they can serve as a neutral yard stick that helps put

students’ academic performance in context” (Buckley). Essentially, those who believe that

standardized test scores should still be used, but only to a limited extent, are trying to create a

more diverse and inclusive college admission process.

Former President Obama is a supporter of standardized testing and has passed many

policies in support of their continuation; however, he has come to believe that students are being

overly tested. In 2011, he said, “what is true, though, is that we have piled on a lot of

standardized tests on our kids, too often what we’ve been doing is using these tests to punish

students or to, in some cases, punish schools” (Layton). In other words, Former President Obama

supports standardized test, but only to a certain extent.

Overall, the educational system is a very complex one and standardized tests help

differentiate between multiple kinds of students and educational programs, but these tests are not

necessarily the best indicators of student work ethic or overall knowledge level. Three major

positions exist on the issue of whether or not these tests should continue, and each of these sides

have provided some very clear and important information on the topic. It is clear that

standardized tests are still needed; however, the way in which the test scores are used should be
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limited due to the numerous factors that can skew the results. The topic of standardized testing

and its ultimate continuation is a very controversial one, and a decision on this matter will not be

made any time soon; therefore, the debate shall continue for years to come.
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Works Cited

Baker, Dominique, and Kelly Rosinger. “TEST OPTIONAL OFFERS BENEFITS BUT IT'S NOT

ENOUGH.” Education Next, vol. 20, no. 3, 2020, p. 67+. Gale Academic OneFile,

link.gale.com/apps/doc/A628405054/AONE?u=sunyjcc&sid=AONE&xid=5c40921.

Accessed 26 Oct. 2020.

Black, H Tyrone, and David L. Duhon. “Evaluating and Improving Student Achievement in

Business Programs: The Effective use of Standardized Assessment Tests.” Journal of

Education for Business, vol. 79, no. 2, Nov/Dec 2003, pp. 90-98. ProQuest, search-

proquest-com.jsrvproxy1.sunyjcc.edu/docview/202819253?accountid=39896. Accessed 20

Oct. 2020.

Buckley, Jack. “STANDARDIZED TESTS CAN SERVE AS A NEUTRAL YARDSTICK.”

Education Next, vol. 20, no. 3, 2020, p. 67+. Gale Academic OneFile,

link.gale.com/apps/doc/A628405053/AONE?u=sunyjcc&sid=AONE&xid=5832f7f0.

Accessed 25 Oct. 2020.

DeCamp, Whitney, and Kevin Daly. “Measuring the Impact of Substance Use on Standardized Test

Score Averages.” Journal of Articles in Support of the Null Hypothesis, vol. 15, no. 2, Feb.

2019, p. 81+. Gale Academic OneFile, link.gale.com/apps/doc/A583693622/AONE?

u=sunyjcc&sid=AONE&xid=6c23b46. Accessed 20 Oct. 2020.

Fleming, Charles B., et al. “Do Social and Behavioral Characteristics Targeted by Preventive

Interventions Predict Standardized Test Scores and Grades?” Journal of School Health, vol.

75, no. 9, Nov. 2005, p. 342+. Gale Academic OneFile,

link.gale.com/apps/doc/A138656802/AONE?u=sunyjcc&sid=AONE&xid=0239356.

Accessed 20 Oct. 2020.

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Goral, Tim. “The SAT and Social Equity: Revamp or Not, the SAT Has Little Value in Evaluating

Students for College, Professor Says.” District Administration, vol. 50, no. 6, June 2014, p.

12+. Gale Academic OneFile, link.gale.com/apps/doc/A372553199/AONE?

u=sunyjcc&sid=AONE&xid=76e786b4. Accessed 25 Oct. 2020.

Hoerandner, Claus M., and Robert J. Lemke. “CAN NO CHILD LEFT BEHIND CLOSE THE

GAPS IN PASS RATES ON STANDARDIZED TESTS?” Contemporary Economic

Policy, vol. 24, no. 1, Jan. 2006, pp. 1-17. ProQuest, search-proquest-

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doi:dx.doi.org.jsrvproxy1.sunyjcc.edu/10.1093/cep/byj008. Accessed 20 Oct. 2020.

Kuncel, Nathan, and Paul Sackett. “The Truth About the SAT and ACT; Myths Abound about

Standardized Tests, but the Research is Clear: They Provide an Invaluable Measure of how

Students Are Likely to Perform in College and Beyond.” Wall Street Journal (Online), Mar

08, 2018. ProQuest, search-proquest-com.jsrvproxy1.sunyjcc.edu/docview/2011639315?

accountid=39896. Accessed 20 Oct. 2020.

Layton, Lyndsey. “Bush, Obama Focus on Standardized Testing Leads to 'Opt-out' Parent

Movement.” The Washington Post, WP Company, 14 Apr. 2013,

www.washingtonpost.com/local/education/bush-obama-focus-on-standardized-testing-

leads-to-opt-out-parent-movement/2013/04/14/90b15a44-9d5c-11e2-a941-

a19bce7af755_story.html. Accessed 10 Nov. 2020.

OSPI, www.k12.wa.us/policy-funding/grants-grant-management/every-student-succeeds-act-essa-

implementation/elementary-and-secondary-education-act-esea/no-child-left-behind-act-

2001. Accessed 10 Nov. 2020.

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“Schools are Putting Too Much Emphasis on Standardized Tests CLASS ACT A TEACHER'S

VIEW: [ALL Edition].” The Christian Science Monitor, May 11, May 1999, pp. 1.

ProQuest, search-proquest-com.jsrvproxy1.sunyjcc.edu/docview/405651733?

accountid=39896. Accessed 20 Oct. 2020.

Tampio, Nicholas. “DeVos Vows to Require Standardized Tests Again: 4 Questions Answered.”

The Conversation, 15 Sept. 2020, theconversation.com/devos-vows-to-require-standardized-

tests-again-4-questions-answered-145979. Accessed 10 Nov. 2020.