Allie
Cuccoli
ENGL
102-039
Rogerian
Argument Essay
20
March 2013
Standardized Test: The
Useless Tool
Junior and senior year are
the most stressful years of high school students’ careers. Not only are students juggling college tours,
sport activities, extra curricular all while maintain a collegiate-acceptable
grade point average, students must also cope with the stress of taking numerous
standardized tests, specifically the SAT and the ACT. The majority of American
students have to take both the SAT and the ACT in in order to complete their
college applications; with out those scores, many colleges will not accept
applications. Admission councilors place a heavy emphasis on SATs and ACTs
because they believe the tests will accurately predict how well a student will
succeed in their college careers. Recently,
the debates regarding whether or not admission councilors should heavily depend
on the tests to predict a student’s success at college have become more
prevalent in today’s academic society due to the increasing evidence that
standardized testing inaccurately portrays a student’s academic ability.
Some people believe that
standardized tests are useful when determining a student's intellectual and
academic level. Supporters of standardized testing advocate that colleges
and schools should use these tests to evaluate their students. Thus,
these tests should be taken into great consideration when admission councilors
are reviewing college applications. According to Richard Phelps, Ph.D.,
standardized tests are reliable and good measures of student achievement;
standardized tests avoid teacher bias as well as bias and subjectivity when the
tests are graded (“Estimating the Costs”).
Therefore, it is understandable as to why standardized testing is still
seen to be a great indicator of a student’s future academic success.
On the other hand,
standardized tests are beginning to loose the credibility of being accurate
predictors of achievement in college and in the future. The SAT and ACT
misrepresent the intellectual and academic capabilities of women as to
men. According to Phyllis Rosser, there
is a considerable amount of evidence from studies documenting how women receive
higher grade averages than men in every course they take in high school and
college; however, women’s scores on the SAT have been 50 to 60 points lower
than men’s scores since 1967 (“Standardized Testing”). The SAT is supposed to predict how well all
students will succeed in a university, regardless of a student’s gender. Forms
of standardized testing are supposed to give college admission councilors a
relatively accurate prediction of the grades an applicant would receive in a
college course. Rosser continues in her article saying the Education Testing
service conducted a study in 1991 that showed how the Sat “under predicts
women’s college math grades at every level” (Standardized Testing”). Due to the fact that the test greatly
misrepresents success of students based on gender, admission councilors are
receiving an inaccurate prediction of an applicant’s possible grades he or she
would receive at college. In addition to
the misrepresentation of gender, standardized tests falsely predict the success
of different ethnicities. According to
Rosser, students of varying ethnicities have lower test scores than Caucasians
as a result or poor quality preparation and language barriers (“Standardized
Testing”). The SAT and ACT are test a
student’s understanding of the English language. If a foreign or ethnic student does not know
English extensively as would a native speaker, that student is already at a
severe disadvantage, and is more likely to receive a poor score as a
result. However, that student could be
equally as intelligent and successful as a native speaker, yet admission
councilors will only see a low score, indicating that the student will
supposedly do poorly in college.
On the other hand, academic
transcripts serve as a better too to evaluate a student’s academic capabilities
and to get an idea as to how well a student will do in their college
career.
According the essay, “The Rise and Demise of the SAT: The University of California Generates Change
for College Admissions,” the University of California admissions office
realized that an applicant’s high school curriculum and resulting grades are
the best indicators of the student’s success in college. For example, if a student excelled in A.P.
courses and honors courses, then the student will most likely have great
success at college because he or she is well prepared, mentally and
academically; the student will know what work load to expect from a
college-level course, and they have an adequate, or superior amount of
knowledge and intelligence that will enable them to thrive in his or her
academics. Therefore, secondary
education teachers should focus more attention on providing their students with
the knowledge of the subjects so that they will be able to use it in their
college education experience. According
to Diana Payne, standardized tests “may
measure the academic strengths and weaknesses to some degree, but they won't
serve as a remedy to all the instructional time lost preparing students just
for those tests, nothing else” (“Too Much Emphasis”). Due to the fact that academic transcripts are
becoming the more accurate tool in calculating a student’s success, it is
essential that educators spend quality time ensuring their students are
achieving academic success in their course in high school, rather than wasting
time preparing for an inaccurate test.
Many groups of people in the
academic world would benefit if SATs and ACTs are no longer required on college
applications. First, the students
themselves will avail because they would not be assessed on how good they are
at test taking; instead they would be evaluated solely on their knowledge of subjects
as well as their extra-curricular acrivites that enhance their individuality. Also, they would not feel as stressed or
pressured during the college application process knowing that their character
is not being assessed by an inaccurate, complicated test. Also, they will not
feel the pressure from parents and schools to receive high scores on the tests.
Colleges
would also receive more applicants, because the applicants feel more confident
in their chances of getting into a school due to their academic knowledge, not
due to basic test taking skills. Lastly, as a result of admission officers
relying solely at an applicant’s academic achievement in high school and their
extra-curricular activities, councilors will fill their school with worthy
students who are willing and able to handle the college’s academic level and
course load, rather than filling the school with students who are merely very
skillful in the art of test taking.
However, it is unlikely that the SAT
and ACT and other forms of standardized testing will be completely disregarded
during the college application process.
Therefore it would be more likely and ideal that all college admission councilors give applicants the option to include
or exclude all of their standardized test scores; if the scores are provided,
they should be looked at as to only support the grades on the high school
transcripts and the other aspects of the application that make a student stand
out among the rest of the applicants. Schools
are beginning to place a higher emphasis on aspects that make students standout
as exemplary individuals rather than their not so unique skills of test taking.
In fact, more than 800 colleges and universities no longer require the
SAT and more applicants are being asked to write personalized essays (“More
Schools”). Many schools are test
optional, meaning submitting standardized test scores is not required; however
if an applicant wishes to do so, they can.
There are many examples of schools who are test optional such as the
University of California; if an applicant does submit a score, it is only used
to back-up the high school transcript (Berger).
If students believe that they would benefit
from taking a standardized test and then submitting their test scores, then
they should be allowed to have that option, as well as the option to decide
against doing so.
Works Cited
Berger,
Susan J. "The rise and demise of the SAT: the University of California
Generates Change for
Admissions."
American Educational History Journal 39.1-2 (2012): 165+. Academic OneFile.
Web. 6 Mar. 2013.
"More
schools Add Essays by Applicants, Fewer Require Standardized SAT test." Women
in
Higher Education Feb. 2013: 5. Educators Reference Complete.
Web. 7 Mar. 2013.
Payne, Diana. "Schools Are Putting Too Much Emphasis on Standardized
Tests." Christian
Science Monitor 11 May 1999: 14. Academic Search Premier. Web. 10 Mar.
2013.
Phelps,
Richard, Ph.D. "Estimating the Costs and Benefits of Educational Testing
Programs."
Estimating the
Costs and Benefits of Educational Testing Programs. Education Consumers
Foundation, Feb. 2002. Web. 11 Mar.
2013.
Rosser, Phyllis.
"Standardized Testing." The Reader's Companion to U.S. Women's
History.
Houghton Mifflin Harcourt Publishing Company, 1998. Academic OneFile.
Web. 4 Mar. 2013.
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