Standardized tests have become popular methods of quantifying the human intelligence and potential of the students, yet their reliability has always been an issue for discussion. These exams measure cognitive abilities such as critical analysis, problem solving, and factual knowledge, but do not account for creativity, innovativeness, and emotional intelligence. One main limitation of the use of standard scores is that it provisions no account for individual differences in learning capabilities as well as learning modalities thus providing only a part picture.
The primary weakness of standardized testing is that they do not assess actual abilities that a person could apply to real-life situations. It consists of a broader concept and does not reduce one to just memorization and testing skills. A lot of students get good grades while others are good at sports, art, music or drama, attributes which are not covered by examinations. This impairment hinders the chance to get a general picture of a student’s genuine potential and the way he/she can possibly benefit the society.
Furthermore, standardized tests are prejudicial to the students coming from diverse backgrounds. This is also an indication that the level of performance is highly dependent on one’s socioeconomic status, Target resources and testing stress. The CAPT has impacted on the education system by the provision of test preparatory classes to those that can afford to pay more whilst others do not have the similar privilege. Thus, this inequality only serves to continue the preconceptions and restrictions of society instead of being a fair assessment of a person’s intelligence and abilities.
Also, learning becomes mechanical due to the application of standardized tests. Teachers interact with their students in a manner that covers only the content area in order to perform well on the tests. This rigid curriculum also regenerates growth and hinders thinking from taking place. Assessment based on examinations is not very ideal since it fails to test a student's capacity of thinking independently and relating this knowledge to other situations.
Standard testing allows for some understanding of academic competence though they cannot reveal intelligence and learner capacity. Hence, a rubric for the project task approach, teachers’ assessment and everyday learning, and application exercises are required. Education should not focus on a single number through which one’s aptitude or prospect of success will be measured and determined.
Conclusion
Problems with learning, memory, attention, and organization also do not always align with test scores either. This confines the learning process, does not take into consideration creativity, practical abilities, and talents, potential. What is needed is an all-embracing merit system where judgement, flexibility and other Array talents are encouraged. Education needs to transfer from the traditional type of testing to a more comprehensive kind that is faithful to the student’s potential.
