DEPARTMENT OF NURSING SCIENCE,

FACULTY OF ALLIED HEALTH SCIENCE,

BAYERO UNIVERSITY KANO

MEASUREMENT AND EVALUATION IN NURSING EDUCATION

(NUR 8264)

ASSIGNMENT QUESTION: WHAT ARE THE SOCIAL IMPLICATIONS OF

TESTING?

BY

AISHA KURFI KABIR

(SPS/20/MNS/00016)

JANUARY, 2023
Introduction

Measurement and evaluation play a crucial role in education, providing educators with insights

into student performance and guiding instructional decisions. Tests are methods used to

determine the students' ability to complete certain tasks or demonstrate mastery of a skill or

knowledge of content (Adom et al., 2020). Testing is seen as a way to assess students' knowledge

and skills, providing valuable feedback to both students and educators. However, the social

implications of testing cannot be overlooked. This assignment explores the impact of testing on

various social aspects within the context of education.

The Social implications of testing

One of the major social implications is the impact of testing on students' self-esteem and mental

well-being. High-stakes testing can create a stressful environment for students, leading to

anxiety, depression, and even a decline in overall mental health (Au, 2007). This pressure to

perform well can be particularly burdensome for marginalized and disadvantaged students, who

may already be facing numerous challenges in their educational journey.

Furthermore, studies have shown that standardized tests are not an effective way of measuring

students' knowledge because they limit students' creativity and prevent instructors from applying

individual teaching methods due to the pressure of passing the tests (Shafiyeva, 2021).Testing

often places a heavy emphasis on rote memorization and regurgitation of information, rather than

fostering critical thinking and creativity. This can result in a narrow definition of intelligence and

overlook the unique talents and skills that students possess. As a result, students who excel in

areas outside the scope of traditional testing, such as the arts or vocational subjects, may feel

undervalued and marginalized (Callahan & Hertberg-Davis, 2013).

Standardized tests can have a negative impact on the achievement gap. Students from privileged

backgrounds often have access to better resources and test preparation materials, which put them

at an advantage. This can widen the gap between students from disadvantaged communities and

those from more privileged backgrounds, which can further perpetuate existing inequalities in

the education system. Ultimately, this can create a cycle of limited opportunities and hinder

social mobility (OECD, 2012).

Additionally, the focus on testing can lead to a "teach to the test" mentality, where educators feel

pressured to prioritize test preparation over deep learning and critical thinking ( Phi Delta

Kappa ,2015). This can result in a narrow and rigid curriculum that fails to address the diverse

needs and interests of students. It can stifle innovation, creativity, and a love for learning, as the

focus shifts towards achieving high test scores rather than fostering a holistic educational

experience.

Lastly, the social implications of testing also extend to the way schools and teachers are

evaluated. Test scores often form the basis for assessing the performance of schools and

educators, leading to a culture of accountability and high-stakes consequences. Standardized

testing harms a country's education system, and there should be alternative ways of evaluating

student's knowledge. A study by Moon et al. (2007) to understand the impact of standardized

testing on teachers, students, and schools found that students and teachers feel pressured by such

tests due to high stakes placed in them. This pressure is the motivation that instructors use to

design the curriculum areas that they will teach. Such tests are disadvantaged because schools

that underperform in the standardized tests are unlikely to attract new students, and the teachers

may be viewed as under working. Talented and gifted students may fail to exploit their full

potential due to the pressure of passing the standardized tests. The emphasis on test results can
also lead to a narrowing of the curriculum, as subjects or topics that are not directly assessed may

be devalued or marginalized.

In conclusion, testing in education has several social implications that need careful consideration.

It is important to recognize that testing should not be the sole measure of a student's abilities or a

school's success. Efforts should be made to balance the need for assessment with the promotion

of a holistic, inclusive, and nurturing educational environment that values diverse talents and

fosters critical thinking skills.

References

Adom, D., Adu-Mensah, J., & Dake, D. A. (2020). Test, measurement, and evaluation:

Understanding and use of the concepts in education. International Journal of Evaluation

and Research in Education (IJERE), 9(1), 109. https://doi.org/10.11591/ijere.v9i1.20457

Au, W. (2007). High-Stakes Testing and Curricular Control: A Qualitative

Metasynthesis. Educational Researcher, 36(5), 258–267.

https://doi.org/10.3102/0013189x07306523

Callahan, C. M., & Hertberg-Davis, H. L. (2013). Fundamentals of gifted education :

considering multiple perspectives. Routledge.

Moon, T. R., Brighton, C. M., Jarvis, J. M., & Hall, C. J. (2007). State Standardized Testing

Programs: Their Effects on Teachers and Students. National Research Center on the

Gifted and Talented.

OECD. (2012). Equity and Quality in Education Supporting Disadvantaged Students and

Schools. OECD. https://doi.org/10.1787/9789264130852-en

Phi Delta Kappa (PDK) (2015). The tipping point on testing? The 47th Annual Phi Delta

Kappa/Gallup Poll of the Public’s Attitudes toward the Public Schools. American

Educator, 39(3)

Shafiyeva, U. (2021). Assessing Students’ Minds: Developing Critical Thinking or Fitting into

Procrustean Bed. European Journal of Education, 4(2), 79.

https://doi.org/10.26417/452bxv17s