Are Tests like the ACT and SAT Effective?

Are Tests like the ACT and SAT Effective?

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Are Tests like the ACT and SAT Effective?

Standardized college admission exams have been in existence since the early 1900s. A lot of discussion and research has been conducted in recent years over the use of the test in college admission. There are different thoughts and arguments for and against standardized tests. Schools require students to submit their American college testing (ACT) and standard assessment tests (SAT) for admission, however, the trend has changed over time as many colleges are no longer using the standardized test to determine the potential of students. This paper will analyze the effectiveness of the SAT and ACT as a basic assessment form for the high school to college transition.

The ACT and SAT are high-stakes and stressful barriers to many students who have the hope of furthering their studies. College admission recruiters have over time gathered doubts over the effectiveness, and accuracy of standardized tests, and many colleges are no longer using the tests as a means of evaluation. The standardized tests were first used in American higher education in the 20th century (Buchmann, Condron & Roscigno, 2010). SAT was the first to be introduced in the American education system then later came the ACT. Colleges adopted the use of standardized tests as the exams were believed to offer a standard and consistent assessment of all the students in America.

Testing experts on many occasions questioned the use of the SAT and ACT as the formal evaluation of a student’s high school achievements. According to the experts, the college admission exams cannot do an excellent job of assessing a student’s mastery of their State academic levels as they have been crafted to determine the student’s grasp of those standards. The standardized tests were designed to predict student’s probabilities of success in institutions of higher learning.  The experts argue that based on various studies outcomes, high school GPA matters. The four years of long-term evidence of intellectual curiosity and hard work are more important (Buchmann et al., 2010). Additionally, students’ interests should be presented to the higher level instead of the tests since different students are following different career paths which are diverse in the qualification requirements.

The tests are presented every few months to students across the nation and graded. The process of giving the standardized tests is consistent as they are offered on the same day and same time to create an even way of evaluating the multitude of students competing for college vacancies in America. In 2007 however, Au Wayne completed research on high-stakes testing on the effectiveness of the standardized tests which raised questions on the fairness and the accuracy of the standardized tests (Au, 2010). Au Wayne defined exams as ‘high stakes’ when the outcome of the results is used to make crucial decisions that impact the students. Under these definitions, falls the SAT and ACT that are used by the colleges in the admission process.

According to Au Wayne's study, apart from causing severe anxiety to students, the tests have reduced the educational programs to focus majorly on what the tests will cover rather than cultivating an all-rounded curriculum that allows students to learn more and conceptualize what they have been taught in class (Au, 2010). Over time many people began to question the one's powerful standardized tests as a way of student assessment as many challenges began to surface. The standardized tests are created to be exactly equal for all students with the assumption that every student receives an equal education. Unfortunately, not all students are taught the same material in high school, and in many instances, the test measures the disparity in educational background and family resources instead of testing a student's prospects in higher education. Some localities offer better education facilities than others which puts students from higher-income families at an immediate advantage. More so, privileged students have access to other resources including study materials, and private tutorship. Lower-income students may live in the public education system which has limited resources; hence the students have limited access to educational materials. And there are high chance that they have a family member who has undergone the same process.

            Practicing how to take standardized tests in many instances improves performance which further raises the question of the accuracy of the tests as a prediction of the success of a student in college. Students who have learning disabilities, attention disorders as well as anxiety have a hard time taking the tests under the pressuring condition (Au, 2010). Even if additional time is given during the trial, it is not enough to make up for the challenges the students experience with high-stakes testing.

The SAT and ACT are limiting as they do not ask a student to demonstrate knowledge of other advanced content, and they do not want to asses how smart a student is. However, research shows that the tests have a predictive capability when it comes to predicting how well one will do in college. According to a study conducted by the former dean of Bates College, William Hiss, who based his research followed by the graduation rates of students who submitted their test outcomes when they are compared to those who did not submit (Au, 2010). The dean’s finding shows that there is an insignificant disparity between the two groups which was approximately less than one per cent.

Arguments have been raised that the standardized tests are racially biased. In the past, the average score in the standardized tests for white students remained constant while the average score for African-American students declined. The results for African-American students are always lower than that of the white students even if the two come from the same academic and economic backgrounds (Buchmann et al., 2010). All the challenges bring to light that the problem is with the exams themselves, not the students taking the tests.

Since 2005, close to two hundred schools have over time deemphasised the use of ACT and SAT standardized tests as a primary means of evaluation (Buchmann et al., 2010). Various highly ranked schools such as Sarah Lawrence, Franklin, and Marshal are some of the leaders who no longer use the SAT and ACT as means of evaluation instead the schools use an optional test policy which means students are not required to submit ACT and SAT (Buchmann et al., 2010). Another school allows students with specific grades average or higher to accept themselves from submitting their SAT scores. However, it is crucial to note that the exception of the test scores from an application means that other fields will be weighed heavily; for instance, the grades and essays. Other schools have shifted from a test-flexible policy for admission. Tests are expensive, and several attempts of the SAT and ACT are costly to many families.

To many students in the US, the SAT and ACT offer them a valuable outlet that sets them apart from their high school. Student gets the opportunity to show that even without their high school level providing advanced placement courses or other extracurricular activities, the students have the potential to achieve more. Teachers grade differently with varied standards of evaluation. Standardized tests, therefore, act as an equalizing force, providing institutions of higher learning with the only relatively objective information used to put aspiring college students into comparison.  Different States have linked students’ performance to teacher assessment. According to a report by the National Council on Teacher Quality, approximately a third of all States had taken up assessment policies that required teacher assessment to include objective measures of students in the field of educator’s assessment and related teacher effectiveness policies.

With much emphasis being placed on the scores, educators are often under pressure to teach the tests. In various learning institutions, little time is spent on subjects related to sciences, arts, and social studies to prepare students to take the tests in Mathematics, writing, and reading (Carnevale & Rose, 2013). Research has found that teaching that is centered on tests focuses the curriculum on important content and skills eliminates various activities that do not generate learning gains and encourages educators and their students to put more effort.

There are however very many institutions of higher learning across the United States where tests are optional. The trend has continued to grow, and that opens up new opportunities for college students. Hiss argues that a more essential number to consider is grade point average. The grade point average is far better in letting higher institutions see a student’s dedication, intelligence level, self-discipline as well as and educational curiosity than the results of one test (Carnevale & Rose, 2013). The research goes on to indicate that a high score on the SAT or ACT does not necessarily show the potential for higher learning success (Carnevale & Rose, 2013). Students with excellent grades and mediocre exam scores are just as able to perform well in university as the individuals who score high on the tests.

Both the SAT and ACT cover broad domains that a significant number of observers agrees are of importance to the ability to undertake college work. However, they never measure the full potential of a student’s capabilities that are required to succeed in institutions of higher learning. Various attributes are not measured including curiosity, writing ability, and persistence. The assumption that standardized tests measure the criterion that carries more weight in admission is biased (Carnevale & Rose, 2013). The standardized tests involve multiple choices or open-ended questions while other tests combine the two.  As the tests are marked by a machine, the numerous tests, in general, are reliable. Students are asked to write short answers or an extended response to the open-ended questions. Critics of the standardized test argue that multiple-choice exams are straightforward, and advocate that improvement in technology features items that require more critical thinking prior to choosing a response (Carnevale & Rose, 2013). The open-ended question offers students an opportunity to showcase their knowledge as well as apply critical thinking skills. The score in the tests offers an admissions officer data that is utilized to make sense of other information in a student’s record. Constructing a freshman class however requires additional information, not just the standardized tests.

Universities and college education are essential in various career fields. By forging an education due to a low SAT or ACT score, many individuals are unable to take advantage of job openings that could be great for them and the organization they opt to work for (Carnevale & Rose, 2013). A higher education degree is essential. However low-test scores are interrupting many high school students' abilities to create the life they wish for themselves.

 The process of getting into college has continued to be a debate. Even though the US education system supports tests and accountability, a great deal of people worries that there is excessive testing that burdens the students and teachers. Additionally, to the high-stakes tests, some areas offer benchmark assessments periodically to monitor the impact of instruction before the State exams are offered in spring (Carnevale & Rose, 2013). Government officials are working towards the achievement of a more attainable process of going to college for people from all walks of life.

In conclusion, many institutions of higher learning are transitioning towards an optional test mode of college admission which many students are taking advantage of and working hard towards the attainment of their diplomas. Test results are not the only determiner of whether a student could be successful in college. As many institutions of higher learning begin to recognize this, it offers additional students a leg up and an opportunity to proceed with chasing their dream career as they focus on achieving the American dream without allowing the testing ability to be a hindrance to their success. Even though most colleges now require standardized test scores to get in, however, others are allowing other vital contributions to come into play. 

References

 Au, W. (2014). Hiding behind high-stakes testing: Meritocracy, objectivity and inequality in US education. International Education Journal: Comparative Perspectives, 12(2).

Au, W. (2010). Unequal by design: High-stakes testing and the standardization of inequality. Routledge.

Buchmann, C., Condron, D. J., & Roscigno, V. J. (2010). Shadow education, American style: Test preparation, the SAT and college enrollment. Social forces, 89(2), 435-461.

Carnevale, A. P., & Rose, S. (2013). Socioeconomic status, race/ethnicity, and selective college admissions.