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What is the true value of standardized testing?

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What is the true value of standardized testing?

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When looking at the general mental health of a student preparing for standardized tests, there has shown to be an increase in student anxiety, from outside factors (like parents/guardians/teachers) as well as internal factors (like self-inflicted pressure, anxiety to do well, over preparing). These factors contribute to the score on any/all standardized tests, putting students at a disadvantage and not ultimately reflecting on student performance

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More recently, it has been noted that parents/guardians have been more inclined to opting their child out of standardized testing. Additionally, there has been an increase in students who are choosing to apply "test-optional" to universities of their choice. Both equally are demonstrating the preferences from both students and parents alike, furthermore suggesting their opinion/views on standardized tests. If many question the value of standardized testing, why has there been no change?

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After the class of 2020, the high school classes of 2021, 2022, 2023, 2024, and 2025 have shown a tremendous increase in applying test optional. While this option was never permitted until the global pandemic, it gives us insight as to why student's may not be submitting scores or taking these tests.

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Many students note that their scores are significantly lower than they would like, which could hinder their acceptances into more prestigious universities. It has been shown that, despite not submitting test scores, student's in college are performing well compared with their peers who did submit scores to the universities of their choice, furthermore questioning the true value of standardized tests. On another note, many studies show that GPA is a more reliable way to reflect on one's academic achievement/success. GPA is more reflective on how a student can perform yearly, rather than in one moment. Colleges look at things like GPA and extracurriculars, but why for so long was the SAT/ACT a crucial factor?

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More times than not for major exams, student's tend to over-prepare for big exams and small moments. This could cause the student to forget, or occasionally cause them to remember more. The possibility of remembering less from over preparation can lead to stress, and could lower one's score. This suggests further that major exams are not a reliable method of student achievement.

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In Cassady and Johnson 2002, it is noted that there is a high correlation between test anxiety and loss of cognitive function and lower SAT scores.

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Cognitive test anxiety and academic performance.

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A new measure that focused explicitly on the cognitive dimension of test anxiety was examined for psychometric quality as compared to existing measures of test anxiety. The new scale was found to be a reliable and valid measure of cognitive test anxiety. The impact of cognitive test anxiety as well as emotionality and test procrastination were subsequently evaluated on three course exams and students’ self-reported performance on the Scholastic Aptitude Test for 168 undergraduate students (mean age 21 yrs). Higher levels of cognitive test anxiety were associated with significantly lower test scores on each of the three course examinations and the Scholastic Aptitude Test. Procrastination was related to performance only on the course final examination. Examination of the relation between the emotionality component of test anxiety and performance revealed that moderate levels of physiological arousal generally were associated with higher exam performance. Results were consistent with cognitive appraisal and information processing models of test anxiety and support the conclusion that cognitive test anxiety exerts a significant stable and negative impact on academic performance measures. (PsycInfo Database Record (c) 2020 APA, all rights reserved)

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Standardized testing could be an indicator of student performance as well as teacher performance. For instance, if a majority of students do well, it could be a good indicator of the teaching by the teacher.

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Standardized testing would allow school districts to hold their student's and staff more accountable for scores on exams. This could be more insightful to help districts, as a whole, achieve higher scores. Even if we're not necessarily talking about standardized tests, midterms/finals in high school could be reevaluated to meet the district's needs, showing indicators of success/failure.

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Standardized testing could be a good indicator of where teacher's and student's need improvement. For example, if a majority of student's do poorly, it could be an indicator on what specifically there needs to be improvement on to help better the success of the district/school/student.

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Incorporating different techniques to teach student's material is also a beneficial way of teaching, without the stress of an exam/test on the student. This could, in theory, better improve student's knowledge rather than worksheets, assignments, and tests. Things like projects, labs, and other collaborative works are beneficial to fully teaching.