Module 30: Blog Post

· Discuss one question or confusion you have from reading Module 30.

The book says the second wave of testing started in 1983 so was there not very many standardized tests up until this point? I assumed standardized testing had always been a part of education, because it has for my entire life, so I found it interested to read that a lot of the standardized testing is more recent.

· What are some of the tensions that arise (for students, teacher, and schools) from high stakes standardized testing? Why do these arise?

For teachers, some change their instructional environment where they “teach to the test” because they feel so much pressure to make sure that there students are prepared for the tests, and do well on the tests. Some teachers will give students a previously used test to familiarize them with the test, but that is unethical. Obviously, some teachers and students will cheat. Teachers will cheat to satisfy the public and the legislators. Some students have test anxiety which affects their scores. Students at risk, students with disabilities or limited English proficiency are also likely to decrease the school’s scores so schools may give special accommodations to these students. However, some schools give students accommodations that are unethical.

· What are high stakes tests measuring, exactly? Are they measuring intelligence or something else? How do you know?

Before reading this chapter, I would have answered with no doubt that these tests are measuring something else like how well students can take tests. After reading this chapter, I’m not sure if this is a trick question or not. I think that these tests are intended to measure intelligence, but that the test validity is not there. The tests try to measure overall intelligence, but personally I don’t think that can be done with a test and a numerical score value. For example, the SAT is supposed to measure literacy, writing and math skills needed in college, and a student receives a numerical score. I didn’t do well on my SAT’s; I have test anxiety and have never done too well on standardized testing. I was accepted into IU through the Groups program, which has their own admission standards, but I have almost all A’s and have a high GPA. Tests like the SAT can make students think they are or are not smart and that alone can limit a student’s potential and motivation.

· If a student fails a standardized test (gets a 50% score), is it because of the test or the student? How do you know?

It depends on the situation. As the book noted some students (like myself) have test anxiety and this alone can be the reason a student fails a test. If the test is not valid, then the student failed because of the test. If the test is not fair or bias, then it could also be the fault of the test. I’m assuming there is no one right answer to this question and that it really does depend upon the test and the student. One would know if it is because of the test or the student by examining the test in detail and by knowing a student’s attitude, motivation, and anxiety about tests among other characteristics.