Essay 4 Point B

Looking at test scores is not the best method of evaluating student progress, but as a result of the No Child Left Behind Act, students are judged based solely on standardized tests scores (“No Child Left Behind”).  The results of the test only indicate “a snapshot of student performance at a given point in time” (Abernathy 109).  For instance, research shows that fatigue is associated with academic performance and that many students do not obtain the amount of sleep needed (http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2276125/).  Students are not likely to do as well on the tests if they are tired at the time the test is given.  A factor as simple as sleepiness has the ability to greatly affect results.  Test scores alone are not the best evaluation tool because in order to prepare for standardized tests, students are taught to memorize information without really learning the material.  Randi Weingarten, president of the American Federation of Teachers, says, “Tests have become more about telling us how much students can remember and less about telling us what they have – or have not – learned” (Weingarten).  Memorizing information for a test does not necessarily mean the information was learned and will be remembered after testing is complete.  Memorization doesn’t teach students the critical thinking skills they will need to be successful in the future (Weingarten).  Testing results should not be the only factor by which students are evaluated. 

Supporters of the Act believe that student progress should be evaluated based on testing results since any other methods of evaluation would not show accuracy.  For example, an alternative evaluation method, such as reviewing student grade reports, can be too easily manipulated.  All teachers grade their students differently, so looking at grades would not give accurate results.  Students who have teachers with lax standards would be at an advantage.  The proponents of the Act claim that covering test material is an efficient way to educate students, and they are more likely to learn and remember the information (“No Child Left Behind”).  Based on improved test results, many believe that the No Child Left Behind Act is fulfilling its purpose.

The No Child Left Behind Act should be revised to allow other methods of assessing students’ knowledge.  Many teachers give a variety of types of assessments in their classrooms to determine whether or not their students truly know the information being taught, including formal, informal, formative, and summative assessments (Stronge 91).  The required state-wide tests are considered summative because they determine if students have mastered certain skills (http://fcit.usf.edu/assessment/basic/basica.html).  The Act should allow formative assessments to be used to evaluate student progress as well.  For example, in English classes, student essays are a great reflection on the student, which is the reason many teachers require a portfolio from each student containing writing pieces.  Students are graded according to tests as well as essays.  The No Child Left Behind Act should learn from teachers that different types of assessments would better demonstrate what the students have retained, and if used in addition to test scores, would give more accurate information about student proficiency.