The Paradox of Standardized Testing

Introduction to the Paradox of Standardized Testing

  • Author: Joshua P. Starr

  • Source: The Phi Delta Kappan, November 2017

  • Publication: Phi Delta Kappa International

  • Stable URL: JSTOR

  • Publication Context: Scholarly discussion regarding the implications of standardized testing in public education.

The Flaws and Uses of Standardized Testing

  • Flaws of Standardized Achievement Tests:

    • Deeply flawed in design and outcomes.

    • Test-based accountability has significantly harmed the public education system.

  • Personal Reflections on Standardized Testing:

    • Author's experience as both a parent and a superintendent highlights a personal conflict about the value of test scores.

    • Despite understanding the limitations of standardized tests, he feels relieved when his children perform well relative to others.

Impact of Standardized Testing on School Leadership

  • Dual Perspectives on Test Results:

    • As a superintendent, balancing acknowledgment of the flaws with the necessity of analyzing results to guide improvements.

    • Acknowledges the narrow focus enforced by mandates such as No Child Left Behind.

  • Potential Benefits of Standardized Testing:

    • First Benefit: Encourages schools to learn how to leverage data effectively for educational improvements.

    • Second Benefit: Demonstrates inequities in education, identifying how well schools serve marginalized groups (e.g., black, Hispanic, low-income students, and English language learners).

Historical Context and Philosophical Reflections

  • Historical Background:

    • Reference to the Progressive Era and Raymond Callahan’s concept of the "cult of efficiency" concerning educational administration.

    • Administrators sought to standardize multiple educational processes under the guise of objectivity, inadvertently perpetuating racial biases.

  • Philosophical Dilemma for Education Leaders:

    • Education leaders must grapple with the problematic legacy of standardized tests while seeking to implement change.

    • Recognition that understanding and embracing contradictions within the educational system is essential for progress.

Standardized Testing as a Reality in Education

  • Public Perception and Testing Necessity:

    • Current reality: Standardized testing is expected and accepted by parents, who demand more comprehensive educational experiences from schools (e.g., arts, career-related classes).

  • Utilizing Test Results for Further Assessment:

    • Encouragement to view test scores as a starting point for deeper analysis rather than an end goal.

The Every Student Succeeds Act (ESSA) and Data Use

  • Opportunities Under ESSA:

    • ESSA allows states and districts to explore data collection beyond traditional assessments.

    • Focus on complementary indicators such as social-emotional learning and career readiness as meaningful aspects of education.

  • Importance of Surveys:

    • Student and staff surveys can provide insights into school climate, such as engagement and bullying, which are correlated with academic performance.

Evaluating School Performance

  • Questions for Improvement:

    • What actions should be taken if a high-performing school has a negative emotional climate?

    • How to evaluate a school that has improved test scores but not essential career skills?

Conclusion and Practical Considerations

  • Current Stance on Testing:

    • Acknowledges the harm done by prior test-focused policies while recognizing the need for standardized testing's existence.

    • Emphasizes the potential for using test data constructively to enhance educational systems, promoting radical pragmatism in addressing existing frameworks.

References

  • Callahan, R. (1962). Education and the Cult of Efficiency. Chicago, IL: University of Chicago Press.

  • Mehta, J. (2015). The Allure of Order: High Hopes, Dashed Expectations, and the Troubled Quest to Remake American Schooling. Oxford, UK: Oxford University Press.

  • Rose, T. (2016). The End of Average: How We Succeed in a World That Values Sameness. New York, NY: Harper Collins.