Why should students not take tests?

Do you ever feel like you don’t get enough time when it comes to tests? Or perhaps you didn’t completely understand what you were testing about? I believe we have all encountered this problem. It has been shown that taking tests has led kids to memorize what material is required for that specific assessment rather than developing a deeper understanding of what teachers are assessing for. The article, “The Dangers of Testing” states, “Educators should reject test-based reform and focus instead on formative assessment practices that encourage skilled teaching and higher-level learning.” Understanding a topic is more vital than getting tested on something you learned in a week. Memorization will not assist you in remembering things long-term. 

Having to pass a test that may affect one’s future is a different scenario. Standardized testing does not provide feedback or display your understanding. Taking tests does not reward originality; in standardized testing, if your written response does not meet the predefined layout, it is incorrect; the way you write is not evaluated if it does not favor administration. Standardized tests do not reflect the quantity of knowledge, memorization, or effective multiple-choice abilities. Individuals’ futures should not be determined only by their test results. I’ve discovered that in some classes, while creating things like DBQ or FRQ, they can be based on one scenario, but it does allow for some opinion. On the DBQ, you can identify which side you are on and provide background information, but you MUST also use the papers provided. FRQs can be difficult since they must match the same response and there is sometimes just one correct answer.

You may have noticed that after you are an adult and out of school, you don’t have to do mandatory tests that determine your future. Paper tests may be a thing of the past, but you’re still tested. You’re tested on your skills. You’re tested on your performance. You test in a more productive and effective manner. 

The purpose is to find a better and more efficient way for teachers to grasp what we’ve learned; information based on a stapled piece of paper and memory does not demonstrate full mastery of the curriculum.