When my family came together for Thanksgiving last weekend,
my relatives inevitably inquired about my junior year. I shrugged
unenthusiastically. Many responded with praises of their own college experience,
raving about the freedom to explore different classes and intellectual
opportunities. “Don’t you love what you’re studying,” they asked.
Sorry, I don’t have time for that. I have to prepare for my
future.
I’ve never taken a class “just because.” Between fulfilling
my school’s mile-long list of distribution requirements, completing the ten mile-long list of requirements for veterinary school and taking enough biology classes that I
actually obtain my major, my classes have been selected based on their ability
to fit into either one or better yet two of those categories. In elementary
school, it was do well to get ready for middle school. In middle school, it was
get good grades to earn a spot in the honors classes in high school. In high
school, emphasis was placed on doing whatever it took to get into a good
college. Now it’s about getting into graduate school. Accompanying these
pressures are hours upon hours of standardized testing to which academic curriculums are
forced to cater.

I don't understand why a student's performance on one given day or a few select days outweighs his or her performance over an entire high school career for college admission. The scoring system is not even uniform; it's curved based on how all of the students on that particular day do. I applaud Mount Holyoke, Smith and other institutions that have made standardized test scores an optional application component.
Photo credit: http://www.nacacnet.org/research/briefing/StandardizedTesting/Pages/StandardizedTesting.aspx
What happened to school centered around the love of
learning?
Within the last two years, forty-five states have adopted
the Common Core Standards. The Common Core Standards identify a sweeping list
of what K-12 students should learn and be capable of doing in mathematics and
English language arts. The hope is state adherence to the Standards will
produce high school graduates prepared to handle collegiate level courses or
succeed in an entry level job. They claim implementation of the Standards will not lead to
more testing or changes in lesson plans but I disagree. What students learn
will change. But not necessarily for the better. (http://www.corestandards.org/)
How students are increasingly being taught to answer questions.
Photo credit: http://standardizedtests.procon.org/
I was eight when I first encountered my first standardized
exam. I recall my third grade teacher encouraging us to just do our best, to
answer the questions as best we could and to not worry about our scores – how
we did would only reflect on the school. Yet if my scores truly did not reflect
my ability as an individual, I never would have received them in the mail. A
group of chattering nine year olds wouldn’t be comparing scores with one
another when they were sent to our homes the following fall. Year after year
precious time was wasted taking more and more exams. First it was just reading;
then they added math and science. I just missed the cutoff to having to pass
history in order to graduate high school. When does it end?

There is so much stress associated with the state exams, the SAT, the ACT and other national standardized exams. Is it really fair to put that much pressure on students, especially those under middle school age? How will such pressure help students to learn effectively if all they know is that they better answer the question correctly (or else)?
Photo credit: http://educational-alternatives.net/welcome/?page_id=435
So much precious time and energy gets wasted on and
preparing for these exams. You have to write and think in a certain way. If you
do not, you are deemed unintelligent. Such exams only cater to one learning
style. Did it matter to the graders that I would devour thirty books every
summer? No. All that mattered to them was that I could correctly identify and
analyze themes in All Quiet in the
Western Front. Could I incorporate new vocabulary into my daily prose? No.
But could I fill in the right word in the right blank in my vocabulary
exercises book? Absolutely.
Photo credit: http://www.beyond.com/articles/a-standardized-testing-uproar-7773-article.html
I understand why such standards are important. Society
demands a population that can read, write, perform basic arithmetic, think
critically and articulate opinions. It’s also important to ensure teachers are doing their jobs.
But I really think we have lost sight of crucial piece of getting an education
(I also know of plenty of teachers not being good teachers who are allowed to
remain at the front of the class). It’s great being able to regurgitate
information when prompted and when being evaluated. But what happens when
you’re no longer being evaluated? Chances are, the learning ceases. I loved
reading. Yet the strict analytical code I had to obey in middle and high school
temporarily killed that love, a love I could not rekindle until my sophomore
year of college. In order to encourage life-long learning, students must be
taught that that is the ultimate goal. Not the grades, not the test scores, but
the knowledge. A common list of standards or exams can’t accomplish that.
I don’t approve my tax dollars to do that: standardize an
education.