Problems With Standardized Testing In Schools

The K-12 education in Florida is facing serious problems due to the misuse of standardized testing for achieving high standards and accountability. In the book, “The Death and Life of the Great American School System”, Diane Ravitch states that tests reflect accurately “which students should be held back”, “which teachers and principals should be fired or rewarded” and “which schools should be closed.” (Ravitch, 150) The notion that scores can evaluate a student’s achievements, a teacher’s effectiveness and a school’s progress is simply blinding people into believing that testing is the way to achieve 100% proficiency. To attain such proficiency, schools are presenting high scores achieved by their students but some scholars as Ravitch points

(Stephens) In Florida, teachers spend much more time preparing students for tests rather than imparting knowledge. This results in narrowing down the curriculum as subjects such as social studies, science, etc. are pushed aside to make time for test preparations. Thus, students are only learning tricks and strategies to pass the tests. Moreover, students in need of special assistance are neglected and left behind. The misuse of testing surfaced because of data-driven educationists who have placed their trust in statistics but are ignorant of technical issues such as validity and reliability. Thus, the problem is not with the idea of standardized testing but with its misuse and

In 2012, it was reported that Rick Roach, a 63-year-old educator took the FCAT administered to the 10th grades and made his results public. (Hooda) He scored a 62 percent on the reading section and 17 percent on math. (Hooda) He pointed out that there was something seriously wrong and if he had taken the FCAT in the 10th grade, he would have been told that he is not “college material” which would have made him question himself and probably do something appropriate for the level of ability the test said he had rather than doing what he was passionate about. (Hooda) Tracy A. Sumpter, who has six years of experience in youth service and public administration talks about how testing is affecting “youth’s emotional and social development.” (Stephens) She writes that testing results in stress as students worry about passing the tests. She observes how students feel relieved after the test but do not feel like they achieved anything. She also talks about how testing leads to “low self-esteem, higher incidents of seclusion and lower academic progress.” (Stephens) This observation complements a student’s interview (in Video 1 below) where a student from a school in Florida talks about feeling pressured to maintain the reputation of the faculties and school and at the same time worry about looking dumb if he does not pass the test. The test does not seem to be