Standardized tests are an oft-vilified, cancerous outgrowth on the sickly flesh of 2001’s No Child Left Behind education reform legislation. By shifting the focus of secondary education to preparing students for high-stakes exams, students are incentivized to memorize factoids, formulae, and figures, rather than how to think creatively, form a rational opinion (or sentence), or continue learning outside of a school environment. It as if the Department of Education took on the pedagogic philosophy of Mr. Gradgrind—a boarding school teacher in Charles Dickens’ Hard Times—who is an unwavering advocate of “truth” and empiricism. “Teach these boys and girls nothing but Facts,” Gradgrind pontificates in Hard Times’ opening chapter, “Facts alone are wanted in life. Plant nothing else, and root out everything else. You can only form the minds of reasoning animals upon Facts: nothing else will ever be of any service to them.”
Don’t get me wrong, getting the facts right is important . . . and you’d better hope your teachers sow the Facts in our current system, or you won’t place very well or SAT or ACT exam. Good luck getting into college without a passing score.
And, for that matter, good luck taking a standardized exam that isn’t bankrolled, lobbied-for, manufactured, delivered, and scored by Pearson Education, an international textbook manufacturer with chokehold on American public schools. “To capitalize on this new world order,” we reported in our Jan-Feb 2012 issue, “testing companies are hiring high-powered lobbyists to influence the government’s educational agenda.” Let me spell this out very clearly: The privatization that these lobbyists are pushing changes the institutional goal of public education from knowledge, equality, or progress to money.
Also, had you heard that standardized tests don’t work very well in the first place?
Even if the interests of standardized testing are entrenched, a few good ideas might help chip away at their rote, zombifying intellectual oppression. For the sake of black humor, here are a few of those ideas bouncing around—presented in the form of a multiple-choice question:
What is an effective way to circumvent the standardized testing teaching paradigm?
What’s the answer? Hopefully we won’t need to ask Pearson Education.