Government Sanctioned Tests

Government Sanctioned Tests

             State tests have for a long time been a standard measure and a reliable means to determine the achievements of students in school. Besides state-administered tests, individual schools, as well as teachers, have similarly vested a lot of interest in ensuring education institutions are in a position to produce favorable results (Levy, Dan, et al, 1). State tests have been affirmed to be inclusive as well non-discriminatory as they ensure content coverage and testing factors and conditions are equivalent for all students. Scholars have argued that using alternative testing methods for minor students or exempting students with disabilities has been considered to be unfair to other students. However, from a personal view, test means a directed focus on important skills as content with the elimination of time wasting activities that inhibit learning and to motivate students in performing better every time they undertake a test (McClaskey, 2). Through the investigation of government-sanctioned tests, it has come to the realization that tests administered by the state have been designed to measure the full academic potential of a student promoting the student to strive for success.

According to Stiggins, and Chappuis, (2), schools have been designed not only to impart educational knowledge to students but also create an environment for students to comingle with social pursuits as well. This is because students who are particularly academically focused tend to demonstrate behavioral actions associated with academic achievements such as attending classes and lectures as well as passing the set exams and tests. The decision of a student concerning their capabilities in terms of academics is based on the assessment carried out in class through tests. Since exams have become a way of testing the knowledge of students, the government has put in place policies that students are tested and graded using a fair and just system not only to encourage the students but also ensure a future of educated citizens (Turner, 3).

Williams, and Wong, (4), claim that state standardized tests have been associated with advantages that have led to students striving for academic success. These tests have proven to be the best method for use in testing the level of knowledge of students. Reports indicate that failure to conduct tests and exams, students tend to lose concentration while studying. Similarly, lack of testing has been associated with a lack of interest in general towards a specific field or subject.in order to find out the level of talents, skills and education level, tests come in handy in order to differentiate between serious students who are willing and putting a lot of effort in studying from the rest of the students (Stiggins, and Chappuis, 2). Tests tend to give a chance to students to express their level of knowledge and studying techniques and activities.

Good test results motivate students in aiming high and moving on with their studies for better grades in their next test. Since it is every student’s wish to get the highest mark or the best performance in class, a positive academic competition is created giving students the urge to study more and achieve their dreams ultimately (Williams, and Wong, 4). Tests have also been used to compare which school is better than which depending on the mean score of all the students. In the current era, tests have been adopted by employers in the process of vetting to be able to determine which employee is fit for a given task. Bearing in mind that after their education they still stand a chance of being tested in future, students put more effort while they are still in school in order to prove they are fit (Turner, 3).

Turner, (3) argues that in order to motivate students who are low performers in order for them to learn more, two policies have been put in place in order to save the situation. To begin with, the low performing students must be prevented from giving up and hopelessness by instilling confidence using their past experiences. Secondly, for those who have already lost hope and faith in themselves must be rekindled. Once these learners have gained the ability to believe in themselves, a small academic success tends to spark a lot of confidence encouraging even more effort. If every attempt brings more success the learners begin to change into a more positive direction. On the other hand, successful students continue to enjoy the fruits of their success and this keeps them the need to strive even more for achievement (Stiggins, and Chappuis, 2). And for this reason, teachers can continue relying on these motivational steps for the general success of the students.

Students have been involved in classroom tests and assessment which opens the testing process and also invite students as partners and monitoring their level of achievement. Through a cautious leadership and administration, teachers invite students and give them an opportunity of playing a role in the definition criteria which will be used to judge their work (Levy, Dan, et al, 1). Through this process, they gain the benefit of learning how to apply the criteria, being able and in a position to identify the weaknesses and strengths in their own work. This builds confidence and trust among the students which are an academic benefit. For those of them involved or associated with record keeping, through repeated or constant evaluation of their own performance aids to up their improvement (McClaskey, 2). For instance, a student building a growth portfolio containing the evidence of their success with time aids them to reflect on changes they see and can make. Such repeated and formative state-sanctioned tests are mirrors that permit students to watch their personal growth (Williams, and Wong, 4).

Since tests are used to reduce the achievement gap between the highest and the lowest performing students, assessment or testing techniques have been designed to be capable of giving an accurate reflection of the intended targets and also used as teaching equipment for success (McClaskey, 2). Since tutors have been provided for a variety of testing methods focused on the learning targets, accurate testing depends on the testing tool to be selected in order to deepen the students’ learning and reveal their advancing proficiencies (Levy, Dan, et al, 1).

Despite the success and the benefits associated with standardized tests, the method through which success, intelligence, and self-worth are evaluated has become a personal matter of legislation (McClaskey, 2).  It has been evident and proven that tests are associated with anxiety and tension. For instance, immediately a test period arrives, students tend to be anxious and stressed. Scoring well in the exam is responsible for the stress while the anxiety of failing make it difficult for students to perform to their best. In other instances, test-related stress has resulted in increased blood pressure and other serious issues related to health (Williams, and Wong, 4).

State standardized tests have tendencies of decreased effectiveness, this is because, in order to perform well, students tend to ignore other academic concepts and focus on rote rehearsal and despite the fact that they end up getting good grades, and they end up paying the price which is decreased knowledge (Turner, 3).This technique used by many students ends up weakening their practical ability and for this reason, despite their general performance in the tests, success in practical life is hard to assure.

Since every student has their own learning capacity and strength, tests don’t prove to be the best evaluation tool as it results in the comparison between students despite the fact that they can be standardized (McClaskey, 2). This comparison ignores the fact that people are different and with different abilities such as the ease of learning a new concept and the level of their memory on a given content or subject.

In conclusion, despite the few challenges arising from standardized state tests, the benefits of the tests outweigh the limitations and in almost all cases such tests are used. From the evidence and examples of the research, state suctioned tests are tests with policies and standardized to ensure that they form the best measuring tool despite the fact that they can lack leniency in some cases. In addition, it is through this ability to act as the best measuring tool, students have embraced it making sure that they strive and succeed in their academics as it gives them focus, and motivation.

Cited works

Levy, Dan et al. “Two-Stage Examinations: Can Examinations Be More Formative Experiences?. SSRN Electronic Journal, 2018. Elsevier BV, pg. 1. doi:10.2139/ssrn.3260202.

McClaskey, Janet. “Who’s Afraid Of The Big, Bad TAAS? Rethinking Our Response To Standardized Testing”. The English Journal, vol 91, no. 1, 2001, pg. 2. JSTOR, doi:10.2307/821660.

Stiggins, Rick, and Jan Chappuis. “Using Student-Involved Classroom Assessment To Close Achievement Gaps”. Theory Into Practice, vol 44, no. 1, 2005, pg. 2. Informa UK Limited, doi:10.1207/s15430421tip4401_3.