Corrupt Standards

“Standardized Testing and the College Composition Instructor” ~ Gregory Shafer

Before reading this blog you should take a look at this view:
http://www.youtube.com/watch?v=WFSN5AttlGk&feature=related

I’ve never gotten the hang of taking standardized tests, actually I hate them, Hate is a strong but I do greatly detest them. Leaving in Guyana I have not been exposed to taking many of them just one, the Common Entrance Exam which is a national that places students in High School according to their test scores and where they ranked in the country. I was eleven when I took this test. I understand why standardized exams are given, in theory it is a great idea, in actuality, it is not. The only thing I think it does is cause a lot of unnecessary anxiety and stress. When I came to the United States of America for my operation at the age eight I was horrified at the among of tests the elementary school made me take that were standardized, one too many for my liking. I just could not understand why they were trying to fit me into the American box, up to the American standard when in actuality my standard of education was higher in Guyana. I guess what I’m trying to say is stated by the author, “because tests require that one process language at an accelerated pace, they represent a decided disadvantage to those who process language through non- standard dialects.” As a Guyanese I didn’t fit the standard assigned by the American Government and it therefore became a frustration to the American teachers. The same thing happened in 2001 when I moved to live here, every class for every quiz and test used scantrons then the school started talking about taking the Standard of Learning test SOL and my education at my high school slowly but eventually became about what was on the test, we were only taught what was on the test, we took practice test. The school began to reward students that passed the test an exemption from taking the final exam because that was the final exam. All they could talk about was that test, no focus on the student but students passing the test. Then came the AP, Cambridge, SAT and ACT test period and all we could hear was getting a great grade on these test so we could get into a great college and do great things. And just when I thought we were done, they jump the bomb of GRE, MCAT, GMAT, LSAT on us. When will the madness stop? The only thing these test do is stress students out, reduce self –esteem especially intelligent students who are not great test takers/ standardized test takers and waste money. Yes they work in a way but they are unnecessary and are in a slap in the face to students because instead of teaching students what they are supposed to learn they are now only being taught what is on the test. The test is only so long that the second semester in high school is spent reviewing what was learned the previous semester and little new information added.


Another problem with this system is the issue of writing, when writing for the standardized test you have to learn to how to write in a formulized way, you do not get points for creativity or original thoughts. This test is definitely about looking into the camera lens and writing what you see and what they want you to see what they want. The author states, “the student writing becomes more teacher centered, more constrained, and less rooted in personal discovery and process.” This is not what writing is about, and not what it should become. I fear with the standardized way of writing becoming permanent and turning students and potential authors, writers and poets into zombie writers, writing for the camera; Unoriginality infecting the youth and causing a terrible writing epidemic. It was so unnerving to read the student’s paper that stated in the article, “I think it would be fun if composition were like poetry and musical lyrics- if writers had the chance to write “outside of the lines” once in a while.” From what I learned about writing in Guyana and other writing classes at the University of Richmond is that writing/ composition IS like poetry and musical lyrics sometimes even better. It has no boundaries, writing is fluid, there are not limitations, especially creative writing. But when “students are longer writing for themselves and using the episodic character of writing to develop an essay and create prose that is uniquely their own. Rather writing has become an endeavor to appease the invisible reader who will be recruited to evaluate the essay.” What can you expect of the student? So therefore it should not come as a surprise that the student expressed concerns about not being able to have a creative outlet in writing.

This is a serious problem and a possible epidemic with the future generation because, the “ability to engage in a rich, personal writing process affects their ability to think, compose, and develop into democratic citizens…Students should feel empowered to write “outside of the lines”, but this is only possible if we acknowledge and confront the dilemma of testing in high school.” The future of writing in the United States of America is in huge trouble, take away standardized testing or at least teach writing the way it is supposed to be taught. No limitations just creative flow, moments of Eureka are encouraged here.