Anti-Intellectualism and Standardized Testing Essay Example

of standardized tests can be traced back to ancient China.

The original purpose of the tests was to determine a citizen's eligibility for civil service in ancient China by assessing their knowledge. These exams focused on evaluating a serf's understanding of Confucian philosophy and poetry (Fletcher). Eventually, these tests became popular worldwide. Initially, examiners used essay-based tests following the Socratic method. However, as the number of schools and students grew, it became impractical to grade and read essays within the given time frame. Consequently, standardized tests were introduced in the early 1800s to efficiently evaluate and assign grades to a large number of students. During World War I, standardized tests were utilized to determine soldiers' job assignments and assess their overall qualification for military service.

The purpose of standardized testing was defeated because all of these tests had to be graded manually, which required slow and careful execution to avoid errors. In 1936, the IBM 805, the first automatic scanner, was invented. It used electrical currents to identify marks made by special writing tools, similar to how a No. 2 pencil is used nowadays (Fletcher).

Today, computers are employed to grade papers, as seen in the implementation of Pearson's Scantron bubble sheets. The ACT and SAT are the two primary standardized tests utilized as indicators of college readiness. Introduced in 1926 by The College Board, the SAT is accompanied by the ACT, developed in 1959 by Everett Franklin Lindquist, also renowned for conceptualizing the initial GED test.

Originally designed to assess logical reasoning skills, the ACT and SAT have evolved into evaluations of accumulated knowledge (Fletcher). Typically administered to high school juniors, these standardized tests serve as either a

starting point or an endpoint. The implementation of President George W. Bush's educational reform, No Child Left Behind, in 2001 led to a significant increase in the number of standardized tests taken by students from kindergarten through twelfth grade. It has now become customary for students to complete at least one standardized test annually. These changes were prompted by No Child Left Behind, which aimed to modernize the Elementary and Secondary Education Act of 1965.

The law aims to address concerns about the declining global competitiveness of the American education system. Its goal is to improve academic achievement for specific groups of students, including English language learners, students with special needs, and economically disadvantaged or minority students. Schools are required to conduct reading and math assessments for students in grades three through eight and then submit the results and student categorizations to the state.

According to Klein (n.d.), the state is responsible for determining if students are "proficient" in a subject, and each state has the authority to define what proficiency means. However, in 2014, all states failed to bring every student up to the proficiency level. To address this issue, the Every Student Succeeds Act (ESSA) was signed into law in 2015. ESSA primarily aims at reducing federal government interference in how states manage their schools. Despite this goal, there hasn't been a decrease in the number of tests conducted due to ESSA; instead, it has given states the power to establish their own definition of proficiency.

The undeniable effect of standardized testing on both students and faculty is evident, as it significantly impacts their mental well-being. Personally, I have never experienced any enthusiasm for tests; quite

the contrary, in fact. This sentiment persists even during my college years.

I may actually like them less. The weight given to tests in the grade book is ridiculous. If a student performs poorly on one test, there may be no chance for improvement. Even if the student excels in all other assignments, earning a perfect score on all of them, they will never achieve an “A” grade. Knowing their test score can potentially cause the student to emotionally break down.

All they brought was stress and anxiety. According to the Encyclopedia of Contemporary American Social Issues, standardized testing contributes to unhealthy levels of student stress, resulting sometimes in serious mental health problems and even suicide (1161). Furthermore, the encyclopedia expresses concern about the emphasis on performance on standardized tests and grades, which diminishes students' motivation to learn. Instead of valuing learning, educational contexts that prioritize outcomes focus on grades and test scores, neglecting genuine learning. This approach undermines the importance of lifelong learning and critical thinking as educational objectives when the focus is solely on test scores (1162). Learning from a test is extremely rare.

Standardized tests reinforce the notion that knowledge and ideas should be memorized rather than genuinely comprehended and utilized, thereby contributing to the prevalence of anti-intellectualism within educational institutions. The excessive number of standardized tests administered to students from kindergarten through twelfth grade detracts from the opportunity to acquire more meaningful knowledge in the classroom. The substantial quantity of standardized tests would imply their effectiveness, as they serve their intended purpose. On average, students attending public schools in America will undergo a total of one hundred thirteen standardized tests throughout their K-12 education.

On

average, students take over eight tests per year. The most significant amount of testing time occurs during the junior year of high school. In third through eighth-grade classrooms, test preparation and taking tests only account for 1.6 percent of instructional time. However, eleventh-grade students spend 15 percent or around 27 days preparing for and taking standardized tests. It is important to note that these figures do not encompass the time spent on Advanced Placement, career and technical, or college entrance exams (Hefling).

Minority students often face bias when taking standardized tests, with language being a significant factor. For instance, if a student is new to a country, they may struggle with the English language used in reading and writing exams. This language barrier can prevent these students from fully showcasing their knowledge and abilities. In The Journal of Negro Education by Richard Lomax, it is highlighted that minority students receive subpar instruction in math and science, as teachers focus more on preparing them for mandated tests that do not meet recommended standards. By increasing the emphasis on testing, instructional practices suffer, according to Lomax's conclusion (183). Furthermore, Lomax (171) indicates that standardized testing reduces time for teaching other subjects, encourages disregarding untested material, and adds extra time for test preparation.

One issue I faced with standardized testing was that a significant portion of the test content was unfamiliar to me. This problem became evident during the math section of the ACT when I encountered a question that required using logarithmic properties to solve for an unknown variable, "x." Unfortunately, I lacked knowledge and understanding of how to approach this equation since I had never come across

logarithmic form before. While I recognized the abbreviation "log" from my calculator, my familiarity with it ended there. Despite spending approximately 27 days preparing specifically for this test, not all the concepts assessed were taught or introduced to me.

Despite dedicating 27 days to focusing on it, not being aware of what will be on a test is unacceptable. How can test makers expect to assess a student's knowledge when the necessary concepts haven't even been taught? This flaw in the educational system must come to an end - testing students without adequately teaching them what they need to know. If testing continues, it needs to be fairer. Research has shown significant flaws in standardized testing's ability to address the needs of diverse students. Furthermore, a study found that classes with a higher proportion of minority students performed worse than those with less diversity (Lomax 171).

A classroom lacking diversity will perform better on a culture-specific test compared to a classroom filled with students unfamiliar with standardized tests, according to recent data from the Minnesota Comprehensive Assessments (MCA). The Education Department of Minnesota has acknowledged that without addressing external factors hindering students of color, their academic performance may not improve. However, Charlie Weaver of the Star Tribune regards this explanation as a "cop-out," implying that schools are incapable of educating economically disadvantaged students or those facing challenges outside of school. Weaver argues that such students are deemed unhelpable. Consequently, the education system is utilizing minority students and their potentially disadvantaged home lives as an excuse for the stagnant statewide test scores.

Standardized tests use the restriction of minority students expressing their true knowledge as a means to promote

anti-intellectualism, a phenomenon incompatible with education in a capitalist system. Although schools must engage in competition to attract students and establish themselves as the top choice among other competing institutions, they should not be operated as profit-driven businesses. The primary objective of a school ought to be the comprehensive education of students, unlike businesses focused on financial gains. Pearson Education, a British-owned company specializing in publishing educational materials and conducting assessments, dominates the K-12 testing market in the United States with a share exceeding 40%, which is more than three times the market share of any other company (Oliver).

John Oliver humorously highlights the significant influence Pearson holds in the textbook and test writing distribution industry, as he remarks that a hypothetical student's educational journey could be entirely dominated by Pearson. From kindergarten to eighth grade, the student would take Pearson tests, study using Pearson curriculum and textbooks, and have teachers certified by Pearson. Even if the student were to be tested for a learning disability like ADHD, it would be a Pearson test. If the student were to drop out and pursue a GED, it would also be a Pearson test. The only test unrelated to Pearson would be the HPV test in college, but Oliver jokes that Pearson will likely try to get involved there too.

This serves as an example of the alarming level of control one company has over the education our children receive. Moreover, Pearson has a negative reputation, with numerous complaints about technical glitches in their online tests and textbooks, as well as delayed grading of online assessments. The content of their tests has also faced extensive scrutiny.

A specific instance occurred

in New York elementary schools a few years back where a test question featured a talking pineapple. Six questions were deemed invalid as they made no sense to the students taking the test. If standardized tests contain errors, they cannot be relied upon to gauge our knowledge accurately. Having large corporations involved in education is problematic as it increases the likelihood of mistakes occurring during the test creation process. If profit is the primary motive of these companies, we cannot have faith in the education provided to American students.

Standardized testing is not conducive to intellectual growth. Instead, engaging in written essays and research projects would provide infinitely more beneficial opportunities. Through these assessments, students can convey their knowledge using their own thoughts and words, rather than relying on a mere 25% chance of selecting the correct answer on a multiple-choice test. Essay writing involves conducting research, which can open new avenues of exploration and discovery for students. Furthermore, research projects hold even greater potential as they can introduce fresh evidence and ideas to the world, exemplifying intellectualism.

Students have the opportunity to hypothesize and gather information to support or refute their hypotheses, which stimulates their brain and expands their mind. Though grading essays and research assignments may be time-consuming, it is a valuable investment in the students' education.