A standardized test is administered and scored in a consistent manner thus allowing for fair comparisons between students. Today, the role of standardized testing has grown and is now not only used to check students? performance, but also the achievements and accountability of staff, schools, and students alike. The major roles standardized testing has been entrusted with as well as its inability to detect excellence has put it under scrutiny and so this begs the question, how are those who fail on standardized tests (schools, staff and students) affected?
The first study used in the report examines the impact of high-stakes, large-scale, standardized literacy testing on youth who have failed the Ontario Secondary School Literacy Test (OSSLT) through interviews and more. It examines the unintended effects of the OSSLT as students who failed it attest to feeling shame and are further marginalized as the test aims to promote equity within the education system.
??????????? The second referenced article analyzes data from a project regarding teacher candidates towards the process and content of the Ontario Teacher Qualifying Test (OTQT), a mandatory, standardized, pencil and paper initial teacher qualification test. It showed how standardized testing does not exist only in elementary/secondary schools but also applies?for colleges such as the OTQT while the article also examines the correlation between teachers who did well overall compared to the ones who succeeded on the test thereby questioning the validity of the test's processes and content. The test affects the education system as it seemingly prepares and tests teachers that will be teaching students in Ontario.
Standardized testing is used to keep schools accountable. This means that the testing results will factor into district wide decision making. Therefore, standardized tests currently bring high stakes so their accuracy is vital. The third article also provides examples of this in action within school boards in England and how many decisions regarding staff, programs, and more are based on the results from these high-stakes standardized tests. The article concludes with several recommendations on improving tests for high-stakes?accountability.??
There has been little consideration of how today's standardized testing practices have arisen. The current study (fourth referenced source) provides a chronology of standardized testing within Alberta, Canada.?The article discusses the goals of high-stakes standardized testing as well as some of its many effects.?It also elaborates that by encouraging this, governments aim to equalize the intelligence of people by failing to detect excellence through these tests. The article claims that through this, governments aspire to control and limit the intelligence of people to a certain standard thus making them more governable.
The article presents an analysis on the validity of the Voluntary System of Accountability (VSA), which requires the use of either of several assessments to measure student learning. It offers a definition of validity that focuses on supporting the use of the test's scores. The article offers insight regarding the deficits of standardized testing mainly focusing on its inability to detect excellence.
??????????? Standardized testing has grown and is now responsible for staff, student, and school accountability within a centralized education system. Of course, it still has a long way to go until side effects are minimized and can more accurately detect excellence within a student. Until then, standardized high-stakes testing remains the only method of keeping schools and students on track.?
References
Kearns, L. (2011). High-stakes Standardized Testing and Marginalized Youth: An Examination of the
??????????????? ?Impact on Those Who Fail. Canadian Journal Of Education, 34(2), 112-130.
Portelli, J., Solomon, R., Barrett, S., & Mujawamariya, D. (2005). Standardized Teacher??Testing Fails
??????????????? ?Excellence and Validity Tests. Teaching Education, 16(4), 281-295.
WILIAM, D. (2010). Standardized Testing and School Accountability. Educational Psychologist, 45(2),
??????????????? ?107-122. Graham, C., & Neu, D. (2004).
Standardized testing and the construction of governable persons. Journal Of Curriculum Studies,
???????????????? 36(3), 295-319. McCollum, D. L. (2011).
The Deficits of Standardized Tests: Countering the?Culture of Easy Numbers. Assessment Update,
???????????????? 23(2), 3-5.?
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