Sally Student

ENG 112

Mrs. Carroll

24 February 2019

The Effect of Standardized Tests on Teachers

Like many other educators in the United States, Dr. Robin Haskel McBee, a member of

the Department of Teacher Education, realizes that testing is important, revealing the progress of

both the student and the teacher. “Whether any of us like it or not, improving student test scores

has become the central issue driving curriculum and instruction in the district and each of its

schools” (McBee). Standardized testing has provided a way to evaluate teachers; however, this

form of evaluation puts a lot of pressure on the teacher, often leading to questionable decision

making, loss of passion, and misdirected focus. This report will carefully evaluate both the

positive and the negative effects of standardized testing on teachers.

Implementing the use of standardized testing in education can be a very valuable tool if

executed in a practical manner. “Standardized tests are designed to show what students have

learned and retained in a classroom setting” (Wray). Because this testing is seen as a positive

way to gain academic achievement, many support it. Furthermore, “the two largest education

unions, the American Federation of Teachers and the National Education Association, both

accept standardized testing as part of American education” (Tech & Learning). Not only do these

tests reveal how well the students are doing, but they also hold teachers, schools, districts, and

states accountable (Bergmann; Youn). Without accountability, it is easy for people to become

lazy and indifferent. With standardized testing, however, the leaders in charge of education will

be more focused on how to better educate their students. President George W. Bush recognized
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the substantial importance of standardized testing in public education, so he initiated the No

Child Left Behind Act in 2001.

The No Child Left Behind Act is an accountability system meant to motivate teachers.

This is significant because, “Teacher dedication and enthusiasm tends to promote student

engagement” (Wray). If the teacher displays enthusiasm in what he or she is teaching, the

students are far more likely to engage in what they are being taught; they are curious as to what

the excitement is about. When a majority of the class is focused on the subject at hand, the

reasonable result is improved understanding. Furthermore, this leads to better test results. The No

Child Left Behind Act is a way of ensuring that “all students receive a fair and equal chance to

achieve a first-rate education through accountability” as all the students are held to the same

standards (Wray). Standardized tests are used as a way to measure these standards and ensure the

students are reaching them. Both the teacher and the students feel the pressure of these

standardized tests. While the No Child Left Behind Act is valuable in some ways, there were

some unexpected results which followed it.

After observing the positive results of George W. Bush’s No Child Left Behind Act,

President Barack Obama came up with the Race to the Top initiative in 2009. He believed that

this program would increase academic achievement and teacher motivation even more; however,

it did the exact opposite. “By attaching lavish rewards and harsh punishment to student test

scores, the system provides powerful incentives for cheating” (Tech & Learning). In 2009, Dr.

Beverly Hall was named America’s National Superintendent for showing the best leadership; In

2013, Hall and thirty-four other top administrators, principles, and teachers were indicted for

cheating to make it seem as if their students’ test scores were improving. “Cheating scandals

have been discovered in almost every major school district that has reported great

improvements” (Tech & Learning). Despite the circumstances surrounding this problem, many
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Americans were still in support of standardized testing, including parents and educators. One

way this issue can be fixed is through better test security. Not only has this initiative increased

scandals, but it has also increased the pressure that teachers feel. Teachers have begun to put all

of their focus on preparing their students for these tests, which can have a negative effect on the

classroom at times. “Standardized testing pressures undermine teachers’ professional autonomy,

which consequently lowers their sense of a professional community and their commitment”

(Youn). As a result, many educators lose their passion for their jobs, often inducing a loss of

teachers. Obama realized this issue and decided to take action.

“President Barack Obama and the Department of Education released a “Testing Action

Plan”... aiming to reduce the prevalence of standardized tests in U.S. public schools” (Anand).

Obama understood that the overemphasis on testing was taking away from valuable instruction

time in the classroom. This plan is ten pages long and calls for a limit on testing and for less

class time to be taken preparing for these exams. Some would say that these new guidelines

would be a “shift from an emphasis on testing to learning” (Anand). It is important that students

have time to truly learn new information as tests do not create improvement on their own.

(Bergmann). Obama hoped only to use standardized tests which were high quality, transparent,

and enhanced “teaching and learning.” (Anand). Through President Obama’s “Testing Action

Plan,” he was able to take a fraction of the pressure off of teachers which was a result of his Race

to the Top initiative.

The effect of standardized testing is a subject which could certainly use much more

research and evaluation as “Existing research offers inconclusive findings as to whether the use

of large-scale standardized tests lead to higher achievement” (Bergmann). While there are many

questions as to whether or not standardized testing is indeed the best way to evaluate both the

students and the teacher, the overall goal is success for the teacher. America wants teachers who
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can successfully educate their students and help them reach their potential. This can be extremely

difficult to achieve under the pressure of government expectations; however, standardized tests

can be remarkably useful. Only further research can prove the most practical and efficient way to

implement standardized testing. We as Americans have a responsibility to our education system

to examine these ideas more closely.

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Works Cited

Anand, Balaji. "Proposed Standardized Testing Regulations are a Positive Step."University Wire, Nov

06, 2015. ProQuest,

https://login.proxy039.nclive.org/login?url=https://search.proquest.com/docview/1730522464?ac

countid=10163.

Bergmann, Eric W. An Examination of the Relationship between the Frequency of Standardized Testing

and Academic Achievement, University of Oregon, Ann Arbor, 2014. ProQuest,

https://login.proxy039.nclive.org/login?url=https://search.proquest.com/docview/1625413002?ac

countid=10163.

McBee, Robin H. "When it Comes to Testing, Why Not make Lemonade?" The Educational Forum,

vol. 66, no. 3, 2002, pp. 238. ProQuest,

https://login.proxy039.nclive.org/login?url=https://search.proquest.com/docview/220657917?acc

ountid=10163.

"PROS AND CONS OF ASSESSMENT." Tech & Learning, vol. 35, no. 4, 2014, pp. 42-44. ProQuest,

https://login.proxy039.nclive.org/login?url=https://search.proquest.com/docview/1625567374?ac

countid=10163.

Wray, Jacqueline B. Principals' Perspectives on the Effect of Standardized Testing on Teaching and

Learning, Walden University, Ann Arbor, 2016. ProQuest,

https://login.proxy039.nclive.org/login?url=https://search.proquest.com/docview/1789310509?ac

countid=10163.

Youn, Minjong. "The Influence of Standardized Testing Pressure on Teachers’ Working Environment."

KEDI Journal of Educational Policy, vol. 15, no. 2, 2018. ProQuest,

https://login.proxy039.nclive.org/login?url=https://search.proquest.com/docview/2163376036?ac

countid=10163.