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Learn MoreStandardized tests generate much controversy regarding their ability to objectively assess students' knowledge. If they fail to do so, what alternatives are available? What are the negative consequences of their use? These questions have remained at the forefront of educators, policymakers, and education managers in the United States for many years. Criticism of standardized tests is mounting, and it is important to consider this experience, as well as changing public opinion on the issue. Discussion of alternative methods of student assessment, such as portfolios, projects, and individual assignments, can lead to a more accurate and comprehensive assessment of students' knowledge and skills.
How a former education official changed her mind about tests
In Russia, the Unified State Exam (USE) was introduced in an experimental format 20 years ago and became mandatory for all graduates just over a decade ago. The Public State Exam (OGE) for ninth-graders was introduced in 2014. The issue of abolishing these exams has always been discussed, and recently the issue of the OGE has again become relevant.
In the United States, the SAT (Scholastic Aptitude Test) was introduced in 1926 and eventually became mandatory for most schools in the country. American presidents, beginning with Ronald Reagan, have sought to make students more competitive in the international arena by introducing standardized tests. The focus was on school rankings, while students' actual knowledge and skills were relegated to the background. Low scores led to penalties for schools, which facilitated the implementation of new educational programs that increased the number of exams and grading scales. As a result, teachers were forced to focus on preparing students for tests rather than delving into their individual needs and addressing real-world learning challenges. This situation created a system in which test preparation often took precedence over quality instruction.
In recent years, Americans have seen growing dissatisfaction with standardized testing. One of the most vocal opponents of this system is Diane Ravitch, a well-known author and blogger specializing in education issues. Today, she actively advocates for schools against excessive government control, although she previously held a position in the Department of Education. From 1991 to 1993, Ravitch served as an advisor to the Secretary of Education and enthusiastically embraced the No Child Left Behind Act. This law required students in grades three through eight to take standardized reading and math tests annually. Legislators hoped that all students would achieve high results in these subjects by 2014, but the reality turned out to be different, leading to criticism of the system.
Diane changed her mind when she saw how the law was applied in practice: preparing students for annual English and math tests led to a significant reduction in the time allocated to science, social studies, and creative subjects, which were sometimes completely excluded from the curriculum. The former official became an active defender of public school education, speaking out against strict regulation by the government.
Ravitch's article is devoted to the history of standardized tests and their impact on the education system. She examines how the spirit of the arms race affected education, leading to strict regulation of school standards. The article also raises the question of who should develop tests to assess student knowledge. Ravitch analyzes the results achieved through the implementation of standardized tests and their impact on the quality of education. It is important to understand that the correct design of tests is a key factor in ensuring an objective assessment of students' knowledge.
The Odious History of the Creation of the SAT: "Stupid" - Under Bullets, Russians Are Not Allowed into the USA
Modern unified school tests have their roots in IQ tests created in the early 20th century. Psychologists who developed these tests believed that intelligence is exclusively hereditary and that it is impossible to change it. However, today this point of view is controversial. An additional factor contributing to the discussion of this topic is the use of IQ tests to select recruits for the American army during World War I. Candidates who showed high results received officer ranks, while those who did not reach the required level were sent to the most dangerous combat zones.
One of the key figures involved in the development of IQ tests in the early 20th century was Princeton University professor Carl Brigham. In his 1923 book, A Study of American Intelligence, he proposed the controversial theory that members of the "Nordic race" possessed superior intelligence. Brigham argued that to maintain the intellectual level of the US population, it was necessary to limit migration from Southern and Eastern Europe, arguing that people from these regions had lower levels of intelligence. Although this idea seems absurd today, it influenced national policy at the time: Congress heeded Brigham's opinion and imposed restrictions on the entry of migrants from countries such as Russia, Poland, and Italy, considering them "inferior" in intelligence.
In 1926, Brigham developed the SAT, which replaced the written exams previously administered by teachers. The main advantage of the SAT was the standardized content of the questions, which simplified the assessment process.
How standardized tests took hold in American schools
SAT tests began to be used in some American schools, but their implementation did not become widespread until the end of the 20th century. These tests were not required, and the decision to use them was left to the discretion of educational institutions. The SAT played a certain role in the admissions process to some colleges, but public school students might not encounter a standardized exam during their entire 12 years of schooling.
In 1983, significant changes occurred in American education. The Reagan administration released the report "Nation at Risk", which claimed that US public schools were plunging into a "pervasive wave of mediocrity". The main problem was identified as insufficiently high expectations for students. In 1989, George H.W. Bush set a goal: by the beginning of the 21st century, American schoolchildren should become world leaders in mathematics and science. According to the new standards, students completing the fourth, eighth, and twelfth grades were required to demonstrate their proficiency in English, mathematics, science, economics, and other subjects. Achieving these ambitious goals necessitated the implementation of standardized tests, which led to their widespread use in the educational system. In 2001, President George W. Bush introduced the No Child Left Behind Act, which radically changed the approach to education in the United States. This law introduced mandatory annual standardized tests for students. Public schools in which students' results fell below the established standards were subject to strict penalties, including the possibility of closure. The law was an important step toward improving the quality of education, but it also sparked considerable debate and criticism regarding its effectiveness and impact on the educational process.
Democrat Barack Obama not only upheld the legacy of his predecessors but also introduced his own initiative, "Race to the Top." This program strengthened penalties, allowing sanctions even against individual teachers. As a result, the number of such programs, standards, and tests continued to grow, changing the country's approach to education.
How useful have standardized tests been for education?
Despite the fact that standardized tests do not take into account the interests and needs of individual students, the question arises: can they still contribute to improving the overall level of education? The answer is no. According to the National Assessment of Educational Progress in the United States, the knowledge level of schoolchildren has remained stable over the past ten years. Neither the No Child Left Behind Act, nor Obama's Race to the Top program, nor other initiatives aimed at strengthening federal control over educational institutions have led to an improvement in educational results; test scores have remained the same. This underscores the need to reconsider approaches to assessing educational achievement and to find more effective methods that would take into account the individual characteristics of students and contribute to real improvement in the quality of education.
Standardized test scores may not provide parents with important information about their children. Parents are much more interested in understanding how their child is doing with homework, whether they actively participate in class, get along with classmates, and whether they are interested in learning in general. Standardized exams don't answer these key questions, notes Diane Ravitch. It's important to remember that academic success isn't always determined by test scores, and parents should pay attention to more qualitative aspects of their child's development. Standardized tests, which were supposed to reduce social inequality, actually exacerbate it. Children from wealthy families continue to achieve higher grades because their parents can afford tutoring. Meanwhile, children from less affluent families often perform worse. Diane Ravitch notes that this problem is not unique to the United States but to many countries around the world. This highlights the need to revise approaches to knowledge assessment to ensure a level playing field for all students, regardless of their socioeconomic status.
