Introduction
Standardized testing is part of the educational system, which schools use to measure student performance accurately. Standardized tests such as the SAT, GED, and ACT are considered the best predictors of a student’s first-year success, retention, and graduation. In addition, standardized tests are effective for students as they motivate them to learn better and take school more seriously.
There is debate about standardized tests. Some parents and students believe that standardized tests are not an effective way to test students’ skills and abilities because they do not offer meaningful measures of progress or improve student performance. On the other hand, standardized tests are considered a good metric to show areas of improvement for better learning. In my opinion, standardized tests encourage students to build a habit of studying and set them up well for college.
The Value of Standardized Tests in Predicting College Success
SAT and ACT are the two main tests high school students use to prepare for their higher education at college. These tests provide information about the student’s success in college, especially during their first year. According to the faculty task force at the University of California, standardized tests were better at predicting success in college than high school grades (Doyne par. 12).
Standardized tests not only help students determine their success in college but also help to address the inequity issue in the current education system. The study was conducted at the University of California, which examined the role of standardized testing in college admissions and concluded that tests like the ACT and SAT help support rather than prevent admission eligibility for underrepresented students based on their race or low-income status. Eliminating standardized tests for high school students would increase emphasis on high school grades, which are already impacted by the different grading standards and grade inflation. Standardized testing provides equity for all test takers, and it helps students to succeed no matter what their background is. (“Standardized Testing in College Admissions” par. 2)
Addressing Equity Through Standardized Testing
There are many arguments against using SAT and ACT scores in admission decisions; a study conducted at the University of California shows that ACT and SAT scores benefit underrepresented students. The standardized testing task force at the University of California completed a year-long review of testing as a college admissions tool. The findings in the report show that standardized tests regarding equality “testing does not worsen disparities for under-represented minority applicants and low-income students; instead, large differences in high school grades and course-taking are responsible for much of the difference in admissions rates across groups” (Camara et al. par. 7).
The findings also show that if testing was eliminated, then it would deny admission to 40% of African American students. More than 25% of students with low income would also be denied admission to a university (Camara et al. par. 8). A systematic review substantiates this by showcasing how standardized tests can be used to track correlational metrics, such as domestic violence and academic achievement (Fry et al. 6). This can lead to more equitable policies and better identification of violence.
Standardized Testing as an Objective Measure of Student Performance
According to Aaron Churchill (par. 1), standardized tests are essential for objectivity, comparability, and accountability. During standardized testing, students are tested on the same set of questions, given under similar testing conditions, and graded by a machine or blind reviewer, which provides an accurate and unfiltered measure of what students know. Some have argued that the grades of professors are sufficient; however, the grading system of professors is uneven across schools and even within the school (Soares 113). For example, one teacher may be a lenient grader, whereas another teacher may be brutally hard. So, standardized testing is not intended to replace teacher grading but offers an unbiased evaluation of students’ performance.
According to Churchill, “All schools would be great, and every student would be meeting their potential. But we live in reality” (par. 13). In other words, one finds a mix of outstanding and underperforming schools, as well as students who thrive and those who face significant challenges. It is crucial to obtain reliable, objective data on the performance of schools and students, with standardized tests being the most viable source of such evidence. Therefore, policymakers must preserve the integrity of the state’s standardized testing system.
Moreover, standardized tests provide a template and framework for objective measurement of key student skills, knowledge, and competencies. A study conducted by Alan et al. found that standardized tests can be predictive of factors beyond what is asked in these examinations, such as grit (1121). It essentially means that standardized tests can measure an array of important indicators far outside their direct and immediate objectives. The given approach is highly useful for comprehensively assessing students’ preparedness, progression, and abilities in a multitude of domains.
Another study by Gneezy et al. showed that students’ motivation is well reflected in their standardized test scores (291). This information can be useful for evaluating educational programs and testing new teaching methods. For example, in medicine, education is stated to be excessively long and inefficient, which is why major propositions are being developed to boost efficiency through standardized examination of medical students (Emanuel 1127). Thus, despite scrutinizing standardized tests, many fields seek such measures instead of shying away from them.
Conclusion
In conclusion, standardized tests promote a culture of regular studying among students, preparing them effectively for college. Standardized tests, such as the SAT and ACT, are commonly used to measure student performance and predict their success in college. In addition, they help address inequity in the education system and provide an objective assessment of student achievement, offering valuable data for improving learning outcomes.
Works Cited
“Standardized Testing in College Admissions.” ACT Newsroom, Web.
Alan, Sule, et al. “Ever Failed, Try Again, Succeed Better: Results from a Randomized Educational Intervention on Grit.” The Quarterly Journal of Economics, vol. 134, no. 3, 2019, pp. 1121-1162.
Camara, Wayne, et al. “Research tells us standardized admissions tests benefit under-represented students.” Edsource, Web.
Churchill, Aaron. “Bless the tests: Three reasons for standardized testing.” The Thomas B. Fordham Institute, Web.
Doyne, Shannon. “Should Students Be Required to Take the SAT and ACT to Apply to College?” The New York Times, Web.
Emanuel, Ezekiel J. “The Inevitable Reimagining of Medical Education.” JAMA, vol. 323, no. 12, 2020, pp. 1127-1128.
Fry, Deborah, et al. “The Relationships Between Violence in Childhood and Educational Outcomes: A Global Systematic Review and Meta-Analysis.” Child Abuse & Neglect, vol. 75, 2018, pp. 6-28.
Gneezy, Uri, et al. “Measuring Success in Education: The Role of Effort on the Test Itself.” American Economic Review: Insights, vol. 1, no. 3, 2019, pp. 291-308.
Soares, Joseph A. The Scandal of Standardized Tests: Why We Need to Drop the SAT and ACT. Teachers College Press, 2020.