Do Colleges Put Too Much Stock into Standardized Test?
Topic: Do colleges put too much stock into standardized test
Many students have the desire to succeed when taking college entrance tests, but some students have been proven as bad test takers which means they understand the concepts but are not able to put them on paper. Colleges should not deny prospective students just because their test scores are not as high as the next students; colleges should realize that students are more than just a standardized test score. Tests cannot predict how successful a student will be, and the results are not really standardized since these tests can be learned through paid practices.
As many hundreds of thousands of students apply to schools many students are faced with worrying about if they will be accepted based off of the score that they have received on their college test score. Many students know that colleges place so much stock into these standardized test scores. Studies have shown that not all students are able to perform well on these test, standardized test cannot predict how prosperous a student will be (Prince).
It has been proven that most students have problems with test anxiety which prohibits students from performing well on test (Kohn). Test anxiety is not an uncommon thing for students to feel when preparing to take a test. Often times many students tend to freeze up on test when they know that they will be punished in some sorts if they score low on the test ( Haladyna). Knowing that your future relies on how well students perform on this test can cause many students to suffer from test anxiety (Prince). One of the most devastating effects of important standardized test is the emotional effects that it has on students. After doing poor on a test students become less motivated which in return leads them to give less efforts on learning (Haladyna).
Many colleges make standardized test a major part of their acceptance decision but that does not make the students who they are as whole. ‘Studies have shown
Many students have the desire to succeed when taking college entrance tests, but some students have been proven as bad test takers which means they understand the concepts but are not able to put them on paper. Colleges should not deny prospective students just because their test scores are not as high as the next students; colleges should realize that students are more than just a standardized test score. Tests cannot predict how successful a student will be, and the results are not really standardized since these tests can be learned through paid practices.
As many hundreds of thousands of students apply to schools many students are faced with worrying about if they will be accepted based off of the score that they have received on their college test score. Many students know that colleges place so much stock into these standardized test scores. Studies have shown that not all students are able to perform well on these test, standardized test cannot predict how prosperous a student will be (Prince).
It has been proven that most students have problems with test anxiety which prohibits students from performing well on test (Kohn). Test anxiety is not an uncommon thing for students to feel when preparing to take a test. Often times many students tend to freeze up on test when they know that they will be punished in some sorts if they score low on the test ( Haladyna). Knowing that your future relies on how well students perform on this test can cause many students to suffer from test anxiety (Prince). One of the most devastating effects of important standardized test is the emotional effects that it has on students. After doing poor on a test students become less motivated which in return leads them to give less efforts on learning (Haladyna).
Many colleges make standardized test a major part of their acceptance decision but that does not make the students who they are as whole. ‘Studies have shown
Cited: Haladyna, T. M. (2002). Essentials of Standardized Achievement Testing. Validity and Accountability. Boston: Allyn and Bacon. Lin, Qiuyun. (2002). Beyond Standardization: Testing and Assessment in Standards-Based Reform. Action in Teacher Education Popham, W. J. (Feb. 2002). Right Task, Wrong Tool. American School Board Journal, 189 (2), 19-22. Weaver, C. (1990). Understanding whole language: From principles to practice. Portsmouth, NH: Heinemann. Wing, Justin. "Our Turn: Do Colleges Put Too Much Stock in Standardized Test Scores? | MLive.com." Michigan Local News, Breaking News, Sports & Weather - MLive.com. Web. 21 Nov. 2011.