In his book, Letters to a Young Teacher, Jonathan Kozol addresses the issues with administering high-stakes tests to elementary students. High-stakes testing is one of the most controversial matters in education and, in my opinion, one of the most detrimental aspects to a child’s education. Federally mandated standardized tests prove to be an ineffective means of gauging academic success as they negatively impact the quality of instruction students receive, increase stress levels of both teachers and students, and create wider educational gaps between school districts. The prevalence of high-stakes testing drastically increased with the passage of the No Child Left Behind Act of 2001 (NCLB), a piece of legislature with the objective that
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Numerous studies suggest that the NCLB achievement assessments have resulted in heightened anxiety levels among students in addition to lowered motivation and increased stress rates. Test anxiety among school-aged children exists among 10%-30% of the students, with approximately 10% experiencing clinically significant anxiety levels (Segool). The anxiety stems from the pressure from teachers and administrators to perform well and because students are labeled according to their scores. In Letters to a Young Teacher, Kozol points out that there is nothing beneficial from high-stakes testing by “[pasting] a retroactive label of ‘success’ or ‘failure’ on a child” (Kozol). Testing does not provide an accurate depiction of a child’s ability to succeed due to the various external and internal factors influencing their test-taking ability. The high levels of anxiety experienced when taking a high-stakes test can prevent the children from exhibiting their true academic capabilities. Other alternatives to testing, such as projects or portfolios, provide a more realistic representation of a child’s competency and skill level. In addition, the existing disparities between race and social classes also influence the results of high-stakes …show more content…
Taking time away from instruction to drill-teach students on how to score higher on standardized tests is a disservice to them and denies them the quality of education that students deserve. I want my future students to have the freedom that allows for creativity and expression and I will not deny them that opportunity by promoting test-taking skills over meaningful learning. As an educator, it is essential to place the growth and development of the student as a priority over simply learning how to take standardized tests. Despite my dislike of high-stakes testing, it is likely to stick around as the main assessment to gauge educational success. However, as Kozol points out, teachers should explain to their students that this test is not definitive of their intellectual abilities or determine their success in the future
Numerous studies suggest that the NCLB achievement assessments have resulted in heightened anxiety levels among students in addition to lowered motivation and increased stress rates. Test anxiety among school-aged children exists among 10%-30% of the students, with approximately 10% experiencing clinically significant anxiety levels (Segool). The anxiety stems from the pressure from teachers and administrators to perform well and because students are labeled according to their scores. In Letters to a Young Teacher, Kozol points out that there is nothing beneficial from high-stakes testing by “[pasting] a retroactive label of ‘success’ or ‘failure’ on a child” (Kozol). Testing does not provide an accurate depiction of a child’s ability to succeed due to the various external and internal factors influencing their test-taking ability. The high levels of anxiety experienced when taking a high-stakes test can prevent the children from exhibiting their true academic capabilities. Other alternatives to testing, such as projects or portfolios, provide a more realistic representation of a child’s competency and skill level. In addition, the existing disparities between race and social classes also influence the results of high-stakes …show more content…
Taking time away from instruction to drill-teach students on how to score higher on standardized tests is a disservice to them and denies them the quality of education that students deserve. I want my future students to have the freedom that allows for creativity and expression and I will not deny them that opportunity by promoting test-taking skills over meaningful learning. As an educator, it is essential to place the growth and development of the student as a priority over simply learning how to take standardized tests. Despite my dislike of high-stakes testing, it is likely to stick around as the main assessment to gauge educational success. However, as Kozol points out, teachers should explain to their students that this test is not definitive of their intellectual abilities or determine their success in the future