Standardized+tests+are+the+only+way+to+measure+learning.+-+Elo+Antonyan

Standardized tests have become an all too important part of education today. Test scores, rankings, percentiles, etc. are what students are being “taught to.” The concept of understanding, comprehending, and putting knowledge into use has pretty much become irrelevant, as long as test scores are high enough to rank high in districts. However high ranking scores do not necessarily represent high achieving members of society. Students can memorize and regurgitate information for a test, whether it is a Stanford 10 test, Common Core, SATs, or ACTs. But the question remains, do these test scores accurately depict the capabilities of students?
 * The illiterate of the 21st century will not be those who cannot read and write, **** but those who cannot learn, unlearn, and relearn. ~Alvin Toffler **

“Since 1910, 148 standardized achievement tests for elementary schoolchildren alone have been published in the United States, and only 34 of them have gone out of print.” (Smith, 1998) Out of the 114 standardized tests, if one were to examine the quality of the questions, they would be hard pressed to find ones that measured drive, determination, leadership qualities, and problem solving abilities. These are the qualities that attribute to a high level of success in the real world; yet, none of these attributes are measured through the “all important” standardized test.

The measure used for comprehension and learning today “is based on the odd idea that learning can only be uncovered by probing with test instruments, scientifically designed and rigorously wielded.” (Smith, 1998) Multiple choice tests, filling in bubbles, and on occasion, writing a specifically formatted essay are what determine the futures of children and the future of society as a whole. But, why? Just because something is approached through a scientific method does not classify it as correct. And furthermore does not apply universally throughout time.

Today’s world is vastly different than the world of 10 years ago, or even 2 years ago. Technology has taken hold of most disciples and is changing the way we approach and solve problems, communicate, collaborate, and view the world. Technology is changing quickly and changing the world quickly. These fast moving technologies require problem solving skills, collaborative work, and applied practice of knowledge. Unfortunately these are skills that are often times ignored and cannot be developed greatly due to the fact that teachers are forced to teach to the test. They are forced to finish the book. They are forced to meet certain criteria in a very specific way.

“Learning can be effortless, continual, permanent – and also pleasant – though it won’t take place in the absence of comprehension, interest, or confidence.” (Smith, 1998) Learning should not be about record keeping or measuring the amount of knowledge absorbed. “People don’t weigh more when they learn nor are their heads any bigger.” (Smith, 1998) Learning can be measured by what a student is able to actually do with that knowledge. Learning can be measured and acknowledged by the skills a student obtains. Learning should not be measured, but recognized by the meaningful, relevant, and up-to-date hands-on work and outcomes he can produce. And the earlier that a student can release himself from this “monster of testing” the earlier he can apply his knowledge to his studies and in turn want to study more. Furthermore, by removing testing from students’ lives, does not mean we give up on standards or lessen the criteria we uphold. On the contrary, standards and criteria remain not only a goal, but the level students should strive to surpass through their applied knowledge and thirst for learning more.

Take a look at these videos for more information and examples of different ways of viewing learning.

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Here's a cartoon that shows the pitfalls of standardized tests! -Andrea @http://littleschoolhouseblog.teacherlingo.com/archive/2010/02/08/exposing-the-myths-of-high-stakes-testing.aspx

Resources:

Smith, Frank, __The Book of Learning and Forgetting__

@http://eppi.ioe.ac.uk/EPPIWebContent/reel/review_groups/assessment/ass_rv1/ass_rv1.pdf (a discussion about the research surrounding summative assessments....=) Shawntel) [] (an article on experiential learning and the Measure of Learning) - Trey :)

[|http://www.edutopia.org/comprehensive-assessment-introduction](an article discussing what education is today and the skills that our students should be walking away from school with. These are not tested in standardized testing. Article mentions summative and formative assessments- Harmoni)