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<\/figure>\n\n\n\nThe Paradox of Standardized Testing<\/h4>\n\n\n\n
Interestingly, despite this frustration, when asked if they’d like to eliminate standardized testing, faculty members often respond with a resounding “No.” But why? Faculty cite several reasons. First, test scores indicate mastery (or lack thereof) of material, especially in STEM fields. Second, despite well-documented issues of testing being skewed toward more affluent students, professors believe test scores place students on an even playing field for learning. Regardless of background, high school attended, or personal circumstances, a standardized test score allows students to be compared against their peers, albeit not always fairly. Finally, faculty strongly believe in the correlation between test scores and college classroom performance.<\/p>\n\n\n\n
Changing Course: The Test-Optional Model<\/h4>\n\n\n\n
How do we change course? Eliminating testing altogether is a complex issue. However, we can begin to move faculty away from their reliance on testing\u2014a long, winding, uphill battle. Here\u2019s a small story to illustrate that point.<\/p>\n\n\n\n
At my last college, I took on the challenge of moving the institution to a test-optional model for admissions. During the spring semester, as I made my daily rounds in the faculty dining room, my pitch, while seemingly well-received, was always met with skepticism. My daily lunch skirmishes seemed to be a losing battle, with faculty members flanking me at every opportunity. Then, I found an ally\u2014a well-respected professor, both among his peers and the student body. Over countless cups of coffee, we strategized a new plan: attack the faculty with their own ammunition\u2014data.<\/p>\n\n\n\n
Data-Driven Advocacy<\/h4>\n\n\n\n
After a summer of mining data, performing multiple regression analyses, and combing through admission test scores and subsequent grades earned by students, we had what we needed. That fall, we conducted a series of afternoon faculty listening sessions. Armed with our data, we demonstrated how little a test score predicted a student\u2019s classroom performance. In fact, our analysis showed that a standardized test score was the least impactful of the five variables we studied. When we moved to a faculty vote at the pre-Thanksgiving meeting, we succeeded with resounding success\u2014a vote of 58-2.<\/p>\n\n\n\n
The Success of Test-Optional Admissions<\/h4>\n\n\n\n
Now in its sixth cycle of test-optional admissions, the faculty couldn’t be happier. Students are more engaged, think more clearly and independently, and classroom outcomes have remained consistently strong.<\/p>\n\n\n\n
The Limitations of Standardized Testing<\/h4>\n\n\n\n
Standardized testing, especially in STEM, can feel archaic. It\u2019s black and white, right and wrong, and easy to grade. You either know the material or you don\u2019t. However, it fails to teach students to think critically, test their skills, hypothesize, and sometimes fail. Revising or removing testing from the admission process or faculty ranks seems insurmountable. Until then, I\u2019ll continue advocating for testing revision, and more so, for its removal altogether.<\/p>\n\n\n\n