Standardized testing can be extremely useful in the field of education (Wiliam 120), but implementing a requirement to pass such an exam prior to high school graduation is a poor idea that is unlikely to improve overall academic achievement. Standardized tests are helpful when attempting to obtain measurements of specific skills across large populations because they provide objectively consistent values that allow for a relatively simple comparative analysis. However, these gains in generalizability come at a cost. Standardized testing does not allow for open-ended items and thus restricts the content of both questions and responses. For this reason the testing method can only be effectively used to measure very specific abilities like written algebraic aptitude, but could never convey the information required to assess the totality of the educational experience, even for a single subject like math.
Traditional scoring schemes in Western education are superficially standardized, as they typically take the form of letter and/or percentage grades, but most students will tell you that no two instructors assign these values using the same guidelines. This may initially appear to be a fault in the system that could be corrected using standardized testing. However, subjective scoring can provide a more adequate representation of achievement than the narrow view given by standard test results. There are indeed movements to remove these potentially biased tests from the education system, but few seek to replace them with the standardized model. Additionally, it is important to consider that few to none of academic scoring systems rely solely on test scores to calculate course grades, which is the measure by which diplomas are usually awarded. Passing a course in just about any subject requires many tasks in addition to passing tests, including the completion of projects, participation in group interactions, demonstrating practical skill applications, attitude development, and other behavioral considerations. Education at all levels involves much more than the simple teaching of course material and it should not be evaluated as such.
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One of the more disturbing prospects of using standardized tests to determine high school diploma eligibility is the top-down impact that would be had on teaching content (Duncan, Stevens, and Beaumont 39). The essential concern is that the narrow band of skills testable by these means would necessarily become the primary focus in course content if they were to determine high school graduation eligibility. This effect would be seen in student preparations as well as teaching styles when both groups attempt to adapt to the detached and restrictive standardized evaluation strategy. Even if achievement apparently improves following standardized testing implementations, the scores will no longer be representative of a complete educational experience as we consider it today, mainly because it will not exist.
There are a multitude of reasons that standardized tests should not be used to determine high school diploma eligibility. Some of the most worrisome effects include the loss of educational content, scoring measure restrictions, and an overall impairment in the educational process. It is also very likely that a standardized system will fail to need the broad needs of students as individuals and sub-populations (Kearns 125) such as the mentally challenged or gifted. It has been demonstrated that people have a variety of learning styles and that they may respond best to material presented accordingly. Such variety would be impossible using standard tests.
- Duncan, Betty A., Alexandra Stevens, and I. S. D. Beaumont. “High-stakes standardized testing: Help or hindrance to public education.” National Social Science Journal 36.2 (2011): 35-43.
- Duncan, Betty A., Alexandra Stevens, and I. S. D. Beaumont. “High-stakes standardized testing: Help or hindrance to public education.” National Social Science Journal 36.2 (2011): 35-43.
- Kearns, Laura-Lee. “High stakes standardized testing & marginalized youth: An examination of the impact on those who fail.” Canadian Journal of Education 34.2 (2011): 112-130.
- Wiliam, Dylan. “Standardized testing and school accountability.” Educational Psychologist 45.2 (2010): 107-122.
