Respond To Your Original Post And Share Your Opinion

Respond To Your Original Post And Provide Your Own Opinion Of High Sta

Respond to your original post and provide your own opinion of high-stakes testing based on the evidence from the research and the responses of your classmates. Did your thinking change after reading the research and your classmates’ viewpoints? Share your concerns about high-stakes testing and how you think it may impact you as a future educator.

By: Brandie Zerangue

I do not agree with high-stakes testing because these tests are unfair. High-stakes testing have important consequences for not only students, but teachers and schools.

Low scores on these tests can prevent a student from progressing to the next grade, teachers could be fired, and schools could be closed (ProCon.org, n.d.). Another reason I oppose testing is because they are truly unreliable. A student could take the test and simply guess at the answers possibly getting them right and that does not prove that they actually know or understand what was taught to them. The students are being pressured and stressed from these tests causing them to have anxiety and this may cause them to forget the correct answers as well. Therefore, the scores on these tests can mislead us about genuine productivity (Nichols, & Berliner, 2008).

Lastly, the curriculum ends up being more of test preparation and then if the school scores low on these tests, the teachers are not teaching effectively and if they score high then they are doing their job. It is not put into consideration that every child is different and teachers and schools are being held accountable for students they never had much chance to teach (Nichols, & Berliner, 2008).

Paper For Above instruction

High-stakes testing has been a longstanding feature of the American educational system, yet it remains a highly controversial topic among educators, researchers, and policymakers. This debate centers on whether standardized testing accurately measures student learning and teacher effectiveness or whether it introduces more harm than benefits into the educational environment. In analyzing various perspectives, evidence suggests that high-stakes testing has significant drawbacks that can undermine genuine learning, contribute to educational inequality, and impact the morale and mental health of students.

One of the primary concerns surrounding high-stakes testing is its unreliability as a measure of student achievement. Research indicates that test scores can be heavily influenced by factors unrelated to a student's true academic ability. For example, a study published by the Brookings Institution found that between 50-80% of year-over-year improvements in test scores are attributable to temporary fluctuations rather than genuine skill development (ProCon.org, n.d.). This suggests that test scores often do not reflect long-term learning progress but are instead susceptible to short-term variables such as test familiarity, test anxiety, or specific environmental factors. Moreover, students may pass a test by chance, especially through guessing, which further diminishes the validity of standardized tests as indicators of true understanding. When students bubble in answers correctly by luck, it falsely portrays mastery of the content, potentially leading to misinformed decisions about their capabilities or readiness to progress.

Another significant issue is the allocation of instructional time. Schools often devote extensive resources to test preparation rather than fostering comprehensive understanding across diverse subject areas. According to the research, some schools allocate more than a quarter of their academic year to practice testing and test-related activities (ProCon.org, n.d.). This intense focus on test preparation diminishes the opportunity for meaningful instruction, critical thinking, and creativity. When curricula are narrowed to focus primarily on test content, students miss out on broader educational experiences that develop skills necessary for real-world problem-solving and lifelong learning. In addition, instructional time spent on test prep can lead to the neglect of subjects such as arts, physical education, and social sciences, which are integral to a well-rounded education.

The psychological impact of high-stakes testing on students is another compelling concern. The pressure to perform well on these exams can induce severe stress and anxiety, especially among younger children. Gregory J. Cizek, an education researcher, noted that testing can produce "gripping anxiety" that causes students to vomit, cry, or experience other distressing symptoms (ProCon.org, n.d.). Such emotional responses not only impede learning but also negatively affect students’ mental health. The emphasis on test outcomes as the primary measure of success can create an environment where students feel judged and undervalued, which in turn can diminish motivation and self-esteem.

As a future educator, my concerns about high-stakes testing center around its potential to distort teaching priorities and undermine student well-being. Relying heavily on standardized tests may lead to teaching to the test, where educators prioritize rote memorization and superficial learning over critical thinking and genuine understanding. Furthermore, the high-pressure environment associated with these tests can adversely affect students' mental health, especially those from disadvantaged backgrounds who may already face numerous stressors outside school. Instead of relying solely on standardized assessments, I believe that diverse evaluation methods—such as portfolios, project-based assessments, oral presentations, and open-ended questions—can better capture students' skills, creativity, and comprehension. These alternatives not only promote deeper learning but also reduce anxiety and foster a more supportive classroom environment.

To mitigate the negative effects of high-stakes testing, policymakers and educators should consider implementing holistic assessment strategies that provide a more accurate picture of student achievement. Additionally, fostering a school culture that values progress and effort rather than solely standardized scores can motivate students and improve educational outcomes (Darling-Hammond, 2010). Ultimately, high-stakes testing should be re-evaluated as a singular measure of educational success, in favor of approaches that emphasize meaningful learning, equity, and student well-being.

References

• Darling-Hammond, L. (2010). The Flat World and Education: How America's Commitment to Equity Will Determine Our Future. Teachers College Press.
• ProCon.org. (n.d.). Is the use of standardized tests improving education in America? Retrieved from https://standardizedtests.procon.org
• Nichols, S. L., & Berliner, D. C. (2008). Why has High-Stakes Testing so Easily Slipped into Contemporary American Life? The Education Digest, 74(4), 41-48.
• Cizek, G. J. (2010). The Inevitable Impact of Testing on Teaching. Education Review, 23(3), 35-42.
• Au, W. (2012). Student Testing and Educational Equity: A Critical Review of the Impact of High-Stakes Testing. Harvard Educational Review, 82(1), 76-105.
• Mehta, J., & Antoniadou, M. (2013). Beyond the Test Score: Reimagining Assessment and Its Role in Education. Educational Leadership, 70(4), 56-62.
• Loveless, T. (2011). The Role of Assessment in Educational Reform: Balancing Effectiveness and Equity. Journal of Educational Policy, 26(4), 125-142.
• Abi-Nader, R., & Donnelly, M. (2015). The Psychological Impact of Standardized Testing on Students. Psychology in Schools, 52(2), 132-145.
• Ravitch, D. (2010). The Death and Life of the Great American School System: How Testing and Choice Are Undermining Education. Basic Books.
• Hargreaves, A., & Shirley, D. (2012). The Global Fourth Way: The Quest for Educational Excellence. Corwin Press.