The Case for and Against Standardized Testing

Rabih Edriss, Matthew James Etchells

Abstract


This research explores the global use of standardized testing with a focus on the United Arab Emirates (UAE) experience in utilizing The Trends in International Mathematics and Science Study (TIMSS). Five semi-structured interviews were conducted to investigate teacher perspectives regarding the use of standardized tests, specifically TIMSS.

Four out of five interviewees felt preparing their students for TIMSS in 2014-2015 was a challenging experience, due to mismatch with their curricula. To cover this gap, they attempted to make their students absorb as much pertinent information as possible in a short duration which may jeopardize their ability to foster student creativity in class.

It is possible aligning curricula of different schools to TIMSS topics would enhance fairness and effectiveness of academic evaluation of the schools, teachers’, and students’ performance. This research recommends supporting teachers and providing them with appropriate professional development and well outlined curriculum, instead of solely holding them responsible for poor student achievement on TIMSS.


Keywords


Student Achievement, Standardized Testing, Qualitative Research

Full Text:

PDF

References


Aydeniz, M., & Southerland, S. (2012). A National Survey of Middle and High School Science

Teachers' Responses to Standardized Testing: Is Science Being Devalued in

Schools? Journal of Science Teacher Education, 23(3), 233-257. Doi: 10.1007/s10972-

-9266-3

About OECD. (2015). Retrieved from the Organization for Economic Co-operation and

Development: http://www.oecd.org/about/

About PISA. (2015). Retrieved from the Organization for Economic Co-operation and

Development: http://www.oecd.org/pisa/aboutpisa/

Baird, J., Isaacs, T., Johnson, S., Stobart, G., Yu, G., Sprague, T., & Daugherty, R. (2011). Policy effects of PISA. Report commissioned by Pearson UK http://oucea.education.ox.ac.uk/wordpress/wpcontent/uploads/2011/10/Policy-Effects-of-PISA-OUCEA.pdf.

Baker, E. L., Barton, P. E., Darling-Hammond, L., Haertel, E., Ladd, H. F., Linn, R. L., Ravitch, D., Rothstein, R., Shavelson, R. J., & Shepard, L. A. (2010). Problems with the Use of Student Test Scores to Evaluate Teachers. EPI Briefing Paper# 278. Economic Policy Institute.

Beaton, A. E., Postlethwaite, T. N., Ross, K. N., Spearritt, D., & Wolf, R. M. (1999). The

Benefits and Limitations of International Educational Achievement Studies. Trends in Education. International Institute for Educational Planning/UNESCO, 7-9 rue Eugene-Delacroix, 75116 Paris, France.

Bishop, J. H. (2001). Using High Stakes Tests to Raise Achievement.

Chomsky, N., & Robichaud, A. (2014). Standardized Testing as an Assault on Humanism and

Critical Thinking in Education. Radical Pedagogy, 11(1), 3.

Development Overview. (2016). Retrieved from Next Gerneration Science Standards Website: http://www.nextgenscience.org/development-overview


Refbacks

  • There are currently no refbacks.


Copyright (c) 2016 Electronic International Journal of Education, Arts, and Science (EIJEAS)

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

ISSN  2378-0991 (online)