Does Standardized Testing Really Evaluate Your Kid's Learning? By Tim Johnson

The following article “ Does standardized testing really evaluate your kid’s learning?” written by Tim Johnson, examines the effects of standardized testing for parents, students and teachers while evaluating the importance of standardized testing linked to student success. This article examines the up rise of anxiety for all members that are involved when standardized testing is held; there is pressure on the students to perform well, teachers are pressured from administrators about scores and the effect on the school reputation, while parents are concerned about their child’s learning. As well, there is also concern for young parents about the results of the standardized testing which happen to dictate how the parent will choose where to
buy their next home. Dissenting and supporting arguments are present within the article, some say it helps parents to understand how the child is performing in key areas, and looks at indicators on how teachers can improve classroom learning.
However some argue that the standardized testing is misleading, as it does not give a comprehensive appraisal of student performance, that a report card delivers. As well, a focus on students with special needs and their accommodations when taking the test are looked upon. There should be more focus on non-cognitive qualities such as resiliency and creativity, as standardizes testing excludes other important measures of a student’s health , well-being and overall learning, Furthermore, the article presents an analysis of the different changes that are made to standardized testing that are delivered in various provinces and its effect on student success. Overall, this article discusses the various supportive and dissenting opinions in regards to the link between standardized testing and student
success.
I agree with the argument that standardized testing inflicts “pressure for every person involved: it distracts the kids because they know they have to do well on this test; there’s pressure on the parents; there’s pressure on the teachers from administrators who want their school to look good and who get pressure from on high” (Johnson 2015).
It is crucial to examine the stress that is put upon the various members that are involved in ensuring the test is conducted. Students are more focused on repeating the information for the sole purposes of performing well, rather than enjoying what is taught. Teachers are formulating their lesson plans based on the contents of the standardized testing, thus the basics of reading, writing, and math in either grade three, six, nine and ten. The structure of the lessons are very specific, such as how to write a newspaper article or to be able to create a summary, however this means there is not an equal emphasis on the importance of subjects such as social sciences or visual arts within the classroom. This is not impartial, as each students excels in varied subjects. As well, there is a lack of consideration of the stress that is put upon the students. For example, Lisa Jorgensen, a concerned parent, had stated that her daughter “commented in several occasions that she was nervous about the EQAO, because she was worried about ‘failing’” (Johnson 2015). This shows that the child was more focused on knowing how to do the assigned topic that
may appear on the standardized test, which reinforces upon the idea that the purpose of learning in Canadian classrooms is focused on high test scores to appease education administers. It is not considered that inflicting stress upon a young child can cause behavioral and physical complications within and outside the classroom. This can range anywhere from feeling nauseous, under achieving, and increased nervousness. An argument that the author has not considered is not furthering examining the complication of student anxiety, and it’s correlation on the impact of cognitive development. It would be beneficial to know how test taking anxiety affects one’s cognitive ability during the standardized test versus a regular classroom test. Some topics to consider are how level of stress change and the difference in test scores. As well, it may be of use if the author examines children with exceptionalities such as gifted children. Gifted children have a higher intellectual ability that is significantly higher than others, however they may have a tendency to underachieve when high expectations are set out.
I agree with the fact that standardized testing results can be useful for “young parents [that] routinely look to the results when they’re buying a family home”. Often an specific area speaks volumes about a community, and the correlation between whether the school consists of students who strive for academics or not. If an individual purchases a dwelling in a low income area, often children within that community are more focused on the environment around them rather than school, because it’s influence is too strong. The student will perform poorly in academics since gangs, drugs and substance abuse are correlated with living in a low income area. This means that child will lack in demonstrating their full potential, as poverty can be a threat to development. They cycle of poverty can only be broken if the individual is educated enough to move forward with a job, help with finances and etc., Discrimination be also be an effect on the development as depending on negative stereotypes such as an individual of Asian decent do well in mathematics, there might be expectations that are not met, which later impacts the individuals self-worth. It would be of benefit if the author had included further research if there is an exact link to standardized test scores and community. A case study would have beenb useful for parents who are worried that their child’s performance may be affected due to their current living situation. The author could have used the Fraser mustard report, which states that early childhood experiences have a powerful effect on development of children’s physical, emotional abilities, and influence intellectual development. A child’s living environment may expose them to poverty, thus causing malnourishment, emotional damage by having a low sense of self-worth if they believe their family cannot break the cycle they are living in, and be in constant state of stress and worry affecting their focus in school. Thus, standardized testing can be useful if an area may or may not be suitable for the well-being of a child’s education.
Ying Zhao, is an university professor at the University of Oregon who researches global educational policies. Earlier in the year he released a statement on how the FSA, the Foundation Skills Assessment conducted for students in British Columbia, “serves only to engender homogeneity, creating kids-and a society-that thinks the same things, in the same way.” I agree with this statement as it represents an honest opinion on the education system, where each province conducts its own standardized testing that is perceived to be impartial. However, the education system does not take into consideration the different strengths of students which may reach beyond mathematics, reading and writing. It is agreed upon that these skills are essential for the foundations of future courses in higher grades, although do these three categories serve a purpose? A child may be weak in math, however possess a high score in reading; this necessarily does not mean the child is delinquent, however his/her interests may be steered towards a different route. There has to be consideration of the variety of jobs that exist, anywhere from filmmakers, electricians to doctors; different jobs require different foundations to be met. Thus, a standardized test allows students to be forced to learn material only to appease the government. This can be an effect on the child’s development as this may allow a lower sense of self-worth and confusion in their identity. If they do not excel in one subject, they may feel they are not bright, while resulting in confusion, as they see themselves struggling, perceiving themselves in a negative way. It would be beneficial if the author expands upon what specific changes within the education system have been introduced, after taking the results of the standardized testing. This can help prove if the test is useful or not, and with the changes in place, such as more emphasis on mathematics and teaching styles, impact student success. The author may benefit from examining if Canadian classrooms are only trying to reinforce the information for students for the purpose of doing well on the test for, or is the material taught stored in the brain for life learning. Hence, there can be a debate whether the learning is being stored in the short term memory rather than long term. The information being delivered will only stay in the long term memory if there is a conscious effort to repeat the information. The brain will only store certain information into the long term memory if it there was a personal or emotional impact, and it was elaborately rehearsed. There also has to be consideration about the way learning was developed. Lev Vygotsky believed that social interaction had be present, thus adult’s must be the leader and direct their child. If a child lacked that type of environment, it affects their intellectual disability, thus the author can examine how children with special needs will be accommodated to meet their necessities, and that they do their best to represent their learning.