This is a brief thought provoking piece about the merits and drawbacks of standardized tests. It was written in response to an interesting episode from the phenomenal education podcast, FreshEd with Will Brehm.

Are Large-scale standardized tests valuable? 

I believe so. Large-scale standardized tests provide valuable data for comparing swaths of population based on academic standards. For example, Program for International Student Assessment (PISA) by the OECD provides data related to the Sciences, Math, and English. All valuable subjects with current academic thought which backs the instruction that students receive. 

Are Large-scale standardized tests the be-all & end-all? 

No. As the common phrase goes, large-scale standardized tests such as PISA are “the tool”, they are not “the rule”. Tests like these can provide a meaningful litmus test. But, as Gorur (2016) emphasizes, they are not all encompassing, do not show multiple intelligences (Campbell et al., 1996), and are mainly evidence of the economic purposes of education (Robeyns, 2006). Additionally, large-scale tests can be culturally irrelevant. Throughout my time teaching in Thailand and Hong Kong at American international schools, I experienced instances of curriculum and standardized tests being culturally incongruent from traditional and modern cultural knowledge. The same is possible at any school around the world. 

In what instance are Large-scale standardized tests most valuable? 

If large-scale standardized tests do add value, then what is the sweet spot in which they may be optimized? At a glance, there are two possibilities for optimizing such tests: i) In a world where tests are taken less seriously, affecting less national and international policy as Gorur (2016) mentions. The degree to which nations use PISA to govern which countries are adorned as model nations for education and educational practices in particular, stands out as an overreaction to such tests which should be avoided. ii) A world where there are tests for more subjects and forms of knowledge. What about large-scale tests for Fine Arts? Physical Education? Humanities? Crafts? Trades? Interpersonal skills? Emotional intelligence? 

It seems ridiculous, right? How could all (or even most) of these tests be based on global standards? The reality is that they couldn’t, at least not without changing the way such subjects are taught or the values of certain cultures. 

Thank you for taking the time to read this article. It was a pleasure spending time with you today. 

Peace & Blessings, 

– Josiah

References

Campbell, L., Campbell, B., & Dickinson, D. (1996). Teaching & Learning through Multiple Intelligences. Simon and Schuster Education Group. 

Gorur, R. (Executive producer). (2015 – present). FreshEd [Audio podcast]. https://freshedpodcast.com/radhikagorur/

Robeyns, I. (2006). Three models of education: Rights, capabilities and human capital. Theory and Research in Education, 4(1), 69-84. doi: https://doi.org/10.1177/1477878506060683