For many teachers, the image of students sitting in silence filling out bubbles, computing mathematical equations, or writing timed essays causes an intensely negative reaction. Since the passage of the No Child Left Behind Act (NCLB) in 2002 and its 2015 update, the Every Student Succeeds Act (ESSA), every third through eighth grader in U.S. public schools now takes tests calibrated to state standards, with the aggregate results made public. In a study of the nation’s largest urban school districts, students took an average of 112 standardized tests between pre-K and grade 12. The pushback on high-stakes testing has also accelerated a national conversation about how students truly learn and retain information. This paper acknowledges the validity of teachers concerns, but discusses the need for well-designed classroom tests and quizzes and standardized exams.
Citation: Berwick, C. (2019). What Does the Research Say About Testing? Marin County, CA: Edutopia.