Introduction
Standardized tests are routinely employed throughout the school system in the United States. They are utilized both for assessing student knowledge and as metrics for teacher evaluation. Despite their prevalence, standardized tests and their use for evaluating student and teacher performance remains a somewhat controversial topic and is highly debated. This paper examines standardized tests offered to students by the state of Georgia and their use for teacher evaluations.
Main body
In Georgia, students attending school and homeschooled pupils are required to take standardized tests. Students are required to undergo testing at least every three years, starting from the third grade (Georgia Home Education Association, 2021). The state offers Georgia Milestones tests, the ACCESS test for English language learners, Georgia Alternate Assessment 2.0 for individuals with cognitive impairments, and the National Assessment of Education Progress (Georgia Department of Education, 2022). The Georgia Milestones end-of-grade and end-of-course tests are considered the primary measure for assessing student and teacher performance. It should be noted that although students who fail to meet the state’s testing requirements are subject to retention, parents or guardians may refuse participation in the test or appeal the retention decision (Wilson, 2018). Thus, a legal recourse option is available for students struggling with passing standardized testing.
It can be argued that student performance in standardized tests should not be used as teacher evaluation, and teachers should not be rewarded or penalized based on student achievement data. Test-taking is a skill that requires development, and scores may be affected by such external factors as stress and anxiety (Walker et al., 2021). Some students may be more proficient than others in test-taking, receiving higher scores. Meanwhile, there may be a disconnection between what is taught and what is tested. Therefore, other metrics should be implemented when evaluating teacher performance.
Conclusion
In summary, standardized tests remain a vital part of the American education system and are widely implemented throughout the country. The state of Georgia offers several tests to students in its school districts, catering to different categories of pupils. Although participation is mandatory, legal recourse is available to students who fail to meet the set testing standards. As test-taking is a specific skill and external factors may impact results, teacher assessments should not be based on standardized tests.
References
Georgia Department of Education. (2022). Testing/Assessment. Web.
Georgia Home Education Association. (2021). Standardized testing. Web.
Walker, N. T., Bracho, C., & Madhuri, M. (2021). Less test-taking and more care-taking: Teacher educators explore identity in a changing world. The Journal of the Association of Independent Liberal Arts Colleges for Teacher Education, 26-52. Web.
Wilson, C. G. (2018). Questions about refusing participation in Georgia milestones testing. Bulloch County Schools. Web.