The use of Standardized Testing is not improving Education in America.

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Standardized Testing in America
A Standardized test is an examination that is set-up and administered in a “predetermined and standard manner” (Popham 8). Thus, it is a test that determines how a student can reproduce a particular material that has been taught by the teacher over the course of study. As a person who has been under this system since childhood, I do not agree with this form of evaluation of students’ knowledge as it does not show the full competence of the student. Moreover, it does not help the teacher, nor the student to understand how well one’s learning results have developed over the course of the year.
Furthermore, this form of testing inhibits the creativity of students as well as the teachers. “Students have been coached on how to do well on multiple choice questions, but they are often unable to write thoughtful essays” (Ravitch 7). This creates a stiff teaching environment where the focus is solely based on how the student is going to pass the next test (Columbia University 2). Understanding entirely a particular subject becomes a problem. Students are not bothered with fully grasping the concept of the subject, instead focused on how to get a high score on the test. For example, a science subject that talks about the application of first-aid, a student who only prepared on how to pass the test of first-aid without understanding how to apply first-aid would not be able to use this in the future when needed.

Another reason why standardized testing is detrimental to education is the pressure being put on schools to attain a particular level of scores for fear of losing their accreditation. Most of these tests are being set-up by the state and failure of these schools to meet the standard scores can lead to eventual shut-down as the state is funding most of these schools. This has led to a considerable amount of drop-outs as students who do not meet the scores are being excluded. Ravitch has stated in his report that “low-performing students dropped out of the system” (Ravitch 6). From his point of view, this raises the scores of the school and indicates how good the school is. As a result, schools are focused on getting those scores up, putting extreme pressure on the teachers as well as the students to meet up these ‘standards,’ reducing time spent on activities like arts, physical education, and others. They put more time on maths, reading, and other strategically important subjects, stating that “Any aspect of learning (or life) that appears in numerical form seems reassuringly scientific” (Kohn 2).
Standardized testing frustrates teachers putting them in a situation where they are worried about their job and how well their students are learning. The exciting aspects of classes are being wained, and focus is based on what is going to be on the exams. “Thoughtful discussions about current events are especially likely to be discarded because what’s in today’s paper will not be on the exam” (Kohn 19). Kohn further stated that it is difficult for teachers to build a sense of community, creative play and develop social skills among the students (19). Thus, the teachers do not find their jobs exciting as well as they feel are not serving the purpose of teaching. Such burn out leads to good teachers leaving their positions and looking at other careers, and this does not bode well for the educational system.
Lastly, to buttress my initial point, standardized test is only based on memorizing and the ability to regurgitate what students have learned. As Kohn has described, “They tend to be contrived exercises that measure how much students have managed to cram into short-term memory” (5). However, I believe that students should be tested on how well they have learned, how well they have understood a particular subject and how well they can apply the learned material to themselves and also to others. Standardized testing creates an unhealthy competition between students as well as between schools. It is about “sorting students into winners and losers, not based on how well they are learning but on whom they are beating” (Kohn 10). Education in America cannot improve with this form of testing as students and teachers alike are not given the capacity to express themselves as they would want to. They are streamlined to teaching the students to the test and students are expected to perform well on these tests. Such approach reduces creativity, ability to think deeply, the excitement of learning something new, and other features that ignite the desire to learn and teach in both parties of the educational process.
Suggestion for change
Standardized testing usage must be reduced. An approach to test other skills must be developed. The reduction of students in the classroom can help solve the overload of a teacher while checking too many writing assignments. Moreover, few children would be able to create better communication with each other. Thus, a better relationship between the students and the teachers can be established. Moreover, it would also reduce the stiffness in the classroom and create a friendly and efficient environment for learning.
Works CitedColumbia University. “Pros and Cons of Standardized Testing.” New York: Columbia University, (2013): 1-2. Web. 12 Aug. 2013. http://worklife.columbia.edu/files_worklife/public/Pros_and_Cons_of_Standardized_Testing_1.pdf
Kohn, Alfie. “The case against standardized testing: Raising the scores, ruining the schools.” Portsmouth, NH: Heinemann, (2000):10. http://teacherrenewal.wiki.westga.edu/file/view/Testing,+Testing,+Testing.pdf/227207662/Testing,%20Testing,%20Testing.pdfPopham, James.W. “Why Standardized Tests Do not Measure Educational Quality” Educational leadership. March 1999 Vol.56 No. 6 Using Standards and Assessments. 8-15
Ravitch, Diane. “The death and life of the great American school system: How testing and choice are undermining education.” Basic Books, (Mar 2010): 1-8. http://www.capitolreader.com/bonus/The%20Death%20and%20Life%20of%20the%20Great%20American%20School%20System.pdf