1. Transforming with Technology
Forest Tyson
American Intercontinental University
What are the pros and cons of using standardized assessments to measure student
progress?
The true benefit and purpose of standardized testing as a means of assessment has been
heavily debated. Proponents without question believe that utilizing standardized assessmentto
measure student progress helps determine the when, what and why of instruction equation, with
the only remaining goals left to figure out being the where and how. The same proponents also
feel that standardization simplifies the process and cut preparation time down significantly which
ultimately frees up valuable time for individualized instruction if needed(Banta &Blaich, 2011).
They also hypothesize that progress if any can be easily tracked if students take the same test on
a semi-annual or annualbasis. This ability to track progress is probably the greatest advantage of
the standardization movement which culminates in determining what’s working and what’s not
and as such concrete statistical evidence of what educational instruction to focus upon.
Opponents of standardized assessment reason that undue pressure and stress to meet and
achieve certain scoresare placed on both teacher and student. This pressure in most cases leads to
what is called “teaching to the test” which is the explicit practice of heavily focusing entirely
upon preparation and taking of the semi-annual or annual test (Hayden, 2011). When focus is
entirely placed on the standardized test other higher order thinking skills that better prepare
students for life after school suffer most. Another difficult hurdle to clear and probably the most
negative aspect of standardized assessment is trying to guarantee that the test be all inclusive and
reflective of every student’s experience. This is very difficult to achieve when student experience
2. differs so greatly across the nation and world. What a group of students might see as typical in
one part of the country is not necessarily so in another in the same district, state or country. In
short, there is no conceivable way to guarantee that the experience and knowledge base of all
students is the same and as such severely handicaps some and slants testing and assessment
greatly.
What would you change to strengthen the process of measuring a student’s content and
skill development over time?
There simply is no way to get around standardized testing, its bias or use as assessment of
student progress, granted, results do identify progress based on each successive taking of the test,
but what does that really measure. This shouldn’t be the only means of assessment and the only
way to make certain that assessment is all encompassing is to have more than one means of
assessment.The portfolio form of assessment seems to serve this purpose in this author’s opinion.
The reason being is the portfolio takes into consideration the entire body of work a student has
complied over time (Klein-Collins& Hain, 2009). So, to strengthen the process of measuring a
student’s progress for this author is better served by portfolio assessment rather than
standardized testing. Portfolio assessment is independently and individual assessment of a
student’s knowledge of core instructional material.
How can technology be used to help better assess students?
The educational landscape is being influenced by technological advances whether one
cares to admit it or not. Educators are increasingly finding new and innovative ways to introduce
technology in the classroom. Technologies assist in the classroom is not limited to just
instructional implementation it also extends to assessment as well. In this regard, technology can
help with assessment by allowing educators the use of customized software programs that help
3. efficiently compile, analyze and ultimately evaluate tons and tons of data that can then be used to
determine and identify areas of instruction that need more attention and those that don’t. This use
of technology also allows for data to be shared relatively quickly among interested parties which
includes a single district or multiple districts, locally or nationally (Halverson & Smith, 2009).
References
Banta, T. W., &Blaich, C. (2011).Closing the Assessment Loop. Change, 43(1), 22-27.
Halverson, R., & Smith, A. (2009). How New Technologies Have (and Have Not) Changed
Teaching and Learning in Schools. Journal Of Computing In Teacher Education, 26(2),
49-54.
Hayden, M. J. (2011). Standardized Quantitative Learning Assessments and High Stakes
Testing: Throwing Learning Down the Assessment Drain. Philosophy Of Education
Yearbook, 177-185
Klein-Collins, B., & Hain, P. (2009). Prior Learning Assessment: How Institutions Use Portfolio
Assessments. Journal Of Continuing Higher Education,57(3), 187-189.
