Standardized rational. Just as national surveys which interviewed only

Standardized Test Is Beneficial To EducationStandardized test scores show logical and fair proof of a student’s academic performance. The mechanism of standardized test was first used in late 1960s and 1970s. When the public wondered whether the fruit of public education was effective, the government adapted standardized testing to evaluate education in response to the public’s questions (Solley 3). Nowadays, standardized testing is still popular of presenting inferential numbers in education. According to two hundred public polls, Richard Phelps concluded that the public hold strong supports to standardized tests. The test scores show parents the academic ability of a child compared to his or her peers, show taxpayers that their money inputs have made effects, and show the mass that the required education for youth to achieve future prosperity is sufficiently supplied. Besides, majority of individuals tended to use test scores to measure whether a high school graduate has mastered enough knowledge for his or her future plan as an adult (Walberg 1).  The scores offer credits to one’s academic efforts and achievements. They serve as efficient measures to help college selectivity when there are too many applicants. If there is no such threshold for diploma or admission based on objective test scores, students’ hard works would devalue (Walberg 2). Judgements based on standardized test scores are rational. Just as national surveys which interviewed only one thousandth of the population are effective at estimating the opinion of the mass, a fifty multiple choice test is effective at estimating students’ academic ability. The test can include various topics with a few questions in each topic and sample a big scope of what a student has mastered (Walberg 5). Excellent scores in a particular field will provide evidence of the student’s field of specialty (West 2). Colleges specialized in art or humanity would focus on applicants with good grade on verbal sections of the standardized tests and maybe less good grades on math (West 2). In comparison, colleges specialized in engineering would focus on applicants with good grade on math sections of the standardized tests and maybe less good grades on verbal sections (West 2). Also, despite the belief of many, SAT (Scholastic Assessment Test, a popular standardized test) is equal to all races. Every SAT question is deliberately checked for racial prejudices through pre tests. Different SAT scores among several groups are results of unequal K-12 educations, not the fault of the test itself. Researchers of University of Minnesota stated that people who believed SAT as racially biased “play the race cards when other options fail”. It is harmful to make African Americans falsely believe that college admission measures are against them. In fact, over seventy five percent of best black colleges and universities require applicants to submit SAT scores (Lebon 2). Indeed, as Psychometrician Daniel Koretz states, standardized test is often not “a direct and complete measure of educational achievement”. Scores fail to measure other important aspects—-such as persistence, leadership, courage, endurance and so on—-which also play a part in a child’s potential to success. Teachers need enough time to discuss about above attributes with students, however getting ready for standardized test leaves a class little spare time (Harris, et al 2). Undoubtedly, every person has unique talents. The key to success is to use one’s own talent, not to fix disadvantages discovered through tests and to be the same as others (Busteed 2). Besides, it is commonly seen that innovation, academic freedom, and experimentation are ignored in standardized tests (Williams 3). Only a small part of a student’s ability is represented by standardized test scores, and such a small part is not credible enough to infer the student’s overall potential (Harris, et al 4). Google company declares it finds “no relationship between test score measures and performance” in job candidates, so it does not consider a candidate’s standardized test scores anymore (Busteed 1).It is true that other qualities such as leadership skills, social skills, and confidence are important to accomplishment (Suematsu 1). However, qualities mentioned above are too subjective to be taught or tested on in classrooms (Suematsu 3). A positive trait according to some people’s opinion may be negative according to others (Suematsu 8). For instance, in the United States, a leader is commonly an extroverted public speaker. Meanwhile in Japan, a leader is often introverted with few words (Suematsu 3). It is impossible to say which culture is right and which culture is wrong to teach. Therefore, tests for students focus on only knowledge mastery which can be evaluated objectively (Suematsu 8). Scores of test mastery is separated from a person’s character. Standardized test scores do not comment on whether someone is overall good or not. Instead, it is usually the person himself or herself who jumps to conclusions (Suematsu 9). School admissions focused mainly on standardized test scores are fair. Characteristics of students should not be judged subjectively to determine acceptance or rejection by a school they apply. Only objective test scores can controlled by hard works. (Suematsu 9).


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