Scaled back testing a relief for students

Cadyn Qualls


Multiple times throughout a given school year, American students find themselves among a ticking clock, freshly sharpened pencils, and a bubbled sheet of paper. While these may seem like ordinary objects holding little significance, they play a vital role in the future education and opportunities for the students.

Every year, the US government and education system require students to take various different standardized tests. The scores from the tests were originally intended to reveal the level and progress of each student in correlation to their assigned grade.

However, in recent years, the amount of tests required have been overbearing, taking up time designated for teaching and learning. Showing little to no actual proof that they help improve the broad spectrum of subjects learned by students, they are simply a waste of time and energy.

A large portion of the time spent in classrooms are now spent preparing for these tests, both instructionally and based upon content. Hearing the voices of concern and frustration from teachers, students and parents, President Obama, along with the Department of Education, has acted on the issue by calling on states to diminish “unnecessary testing.”

As a student, the light being shed on this issue has been a burden lifted within itself. This has been a problem for years and is just now receiving the attention it needed for so long. Enough pressure is already induced on young adolescents as they attempt to find their career preference and self-identification. In addition to this, many students hold down part time jobs and are involved in various other extracurricular activities, consuming more time and energy. The pressure added by these required tests is almost unbearable. It is stressed that the results of each test play an important role into the future of each individual.

To convince anyone that their intellectual ability lies solely within written standards given on a sheet of paper is far from humane. Everyone’s brain absorbs and processes information differently. If less time was spent memorizing the test material, there would be more time offered to help expand the learner’s mind. This could be done in various different ways such as: debate, student lead lectures, offering more STEM programs along with other electives, etc.

Stressing long and difficult tests does not encourage learning, but instead produces dreadfulness by those in participation. Learning in schools has the capability to be enjoyable for both the students and administration.

Let us no longer disable young, developing minds from reaching their full potential by bombarding them with the idea that their worth is based upon a test score.