Rethinking standardized tests

We've all experienced that feeling when we "just want to pass" a test. Usually when this happens, though, we forget actually learning the material.

Now, take this so-called learning strategy and convert it into a teaching strategy.

The result: education at its lowest.

Today, some teachers of remedial classes are teaching students only what is on the standardized tests. This may sound innocent, but behind this lies the word only.

So what about everything else that is not on the test? Apparently it is ignored; and forgotten about.

Why?

Because in order to get money to fund these schools, students must do well on the tests. Although funding is a reasonable incentive to do well, it is not the best.

This is causing us to take a second look at the priorities of some public schools.

It seems so easy: students take the test. Students do well. Schools get the money they need to continue. The cycle continues.

But what happens once students go beyond the standardized tests?

Some of these kids might hope to go to college one day. When they get there, however, they will be lost because if it was not on the test, then it was not taught.

Sure, the school is getting funded, but the students are the ones being shortchanged. Students are not receiving a full education.

According to Time Magazine, some conservative legislators want to stop remedial education at the college level.

The magazine reported that 29 percent of college freshman need remedial courses. If remedial education was to be removed, this would cause problems for the almost one-third of college freshmen who need these courses.

So why not focus our time on teaching high school students not only what will be on the tests, but also the types of things, like history, critical thinking and writing that will help them succeed in college.

The future leaders of the world will not benefit from merely knowing solely what is on the CTBS. These are tests - merely ways of measuring their grasp of certain skills or, really, their ability to do well on tests. They have been blown out of proportion, and taken too seriously.

Maybe the legislators should focus more on the schools' environment itself. They should actually sit down in a classroom and observe the way the students and teachers interact.

They should talk with the students and see if they actually enjoy going to school and if they get along with everyone else.

After all, it is a known fact that many people are just not good test takers, and to have the fate of a school rely solely on scores that will not accurately measure how they are doing in school is ridiculous.