He believes current testing does not benefit students in any way. “Testing can once again serve teaching if tests clarify and set intellectual standards” (Wiggins, 1989, p. 252). He also believes students need to show a mastery of material before graduating and current tests do not monitor that. Kohn agrees with both Wiggins and Kramer. Kohn believes “standardized-test scores often measure superficial thinking” (Kohn, 2000, p. 244). He believes testing does not demonstrate teacher or student ability. Kromboltz and Yeh’s opinion on standardized testing is very similar to Kramer and Kohn’s opinions. All three educators believe “competitive grading can redefine and distort the underlying purpose of education, which is to help every student learn” (Krumboltz & Yeh, 1996, p. 265). Each educator previously mentioned believes standardized testing “turns teachers into students opponents, justifies inadequate teaching methods and styles, and trivializes course content” (Krumboltz & Yeh, 1996, p.
He believes current testing does not benefit students in any way. “Testing can once again serve teaching if tests clarify and set intellectual standards” (Wiggins, 1989, p. 252). He also believes students need to show a mastery of material before graduating and current tests do not monitor that. Kohn agrees with both Wiggins and Kramer. Kohn believes “standardized-test scores often measure superficial thinking” (Kohn, 2000, p. 244). He believes testing does not demonstrate teacher or student ability. Kromboltz and Yeh’s opinion on standardized testing is very similar to Kramer and Kohn’s opinions. All three educators believe “competitive grading can redefine and distort the underlying purpose of education, which is to help every student learn” (Krumboltz & Yeh, 1996, p. 265). Each educator previously mentioned believes standardized testing “turns teachers into students opponents, justifies inadequate teaching methods and styles, and trivializes course content” (Krumboltz & Yeh, 1996, p.