I am not against standardized tests. There are tests and tests and tests, and, to simplify, the ones I favor are criterion-referenced tests of skills, aligned with the curriculum. Social and emotional skills are important but skills are too. I find it heartbreaking that this is so often seen as an either-or choice. To get to the richness of studying literature, for example, you must first be an adept and confident reader. Whether you are is something a good test can measure.
So often we think that Allah only tests us with hardships, but this isn't true. Allah also tests with ease. He tests us with na'im (blessings) and with the things we love, and it is often in these tests that so many of us fail. We fail because when Allah gives us these blessings, we unwittingly turn them into false idols in the heart.
So often we think that Allah only tests us with hardships, but this isn't true. Allah also tests with ease. He tests us with na`im (blessings) and with the things we love, and it is often in these tests that so many of us fail. We fail because when Allah gives us these blessings, we unwittingly turn them into false idols of the heart.
One of the most significant consequences of the proliferation of tests over the last decades of the 20th century and the first of the 21th has been this tendency of assessment to direct the curriculum. Like a huge magnet, assessment drags curriculum toward it. It should, of course, even if we accept the need for tests, be the other way round: the curriculum should be shaped independent of any consideration of tests: tests should be constructed and administered in another space, both literally and metaphorically, hermetically sealed not only form the teacher's gaze but also - and even more importantly - from the teacher's consideration. In practice, though, this never happens. It is inevitable that if you decide regularly to test children's performance on the curriculum, and if, furthermore, you make teacher's careers and school's futures depend on the result, the tests will very quickly come to dominate what is taught. Not only the content, but also the style and manner of the teaching will be influenced by the tests. Teaching will be about getting the right answer, irrespective of understanding.
Those who actually set out to see the fall of a city or those who choose to go to a front line, are obviously asking themselves to what extent they are cowards. But the tests they set themselves - there is a dead body, can you bear to look at it? - are nothing in comparison with the tests that are sprung on them. It is not the obvious tests that matter (do you go to pieces in a mortar attack?) but the unexpected ones (here is a man on the run, seeking your help - can you face him honestly?).
Standardised tests cannot capture all, but on the other hand, students who are not capable of doing well on standardised tests are not well-equipped to thrive in today's world and so it's important for teachers to ensure that students gain the foundation necessary to meet the baseline educational standards these tests represent.
IQ tests are routinely used as weapons against Black people in particular and minority groups and poor people generally. The tests are based on white middle-class standards, and when we score low on them, the results are used to justify the prejudice that we are inferior and unintelligent. Since we are taught to believe that the tests are infallible, they have become a self-fulfilling prophecy that cuts off our initiative and brainwashes us.
Michael doesn't flinch. 'You can't know, ' he says quietly, 'how much you truly love something until it's gone.' 'That's not fair, ' I say as I tremble. 'No one said it would be. He tests you, Benji, and he tests Calliel for a supremely simple reason. You are tested because if you aren't, how could you know what you believe in?'
I have not seen that standardised tests make the profession less attractive, though some principals respond to them in a way that drives the best teachers out of their schools (by over-emphasising test prep in the school curriculum for example). On the other hand, great teachers want benchmarks to measure progress and tests can help with that.
Courage is not limited to the battlefield or the Indianapolis 500 or bravely catching a thief in your house. The real tests of courage are much quieter. They are the inner tests, like remaining faithful when nobody's looking, like enduring pain when the room is empty, like standing alone when you're misunderstood.
Charles R. Swindoll
But the process should not be confused with science. When tests are used as selections devices, they're not a neutral tool; they become a large factor int he very equation they purport to measure. For one thing, the tests tend to screen out - or repel - those who would upset the correlation. If a man can't get into the company in the first place because he isn't the company type, he can't very well get to be an executive and be tested in a study to find out what kind if profile subsequent executives should match. Long before personality tests were invented, of course, plenty of companies proved that if you only hire people of a certain type, then all your successful men will be people of that type. But no one confused this with the immutable laws of science.
William H. Whyte
There was a survey done a few years ago that affected me greatly. it was discovered that intelligent people either estimate their intelligence accurately or slightly underestimate themselves, but stupid people overestimate their intelligence and by huge margins. (And these were things like straight up math tests, not controversial IQ tests.)
Once again the Naderites were onstage attacking the Educational Testing Service - the organization which develops and administers the scholastic aptitude tests...the reason for the wax is that the E.T.S. tests persist in showing some people to be smarter than others. And if some people are smarter than others, there might actually be some justification for an economic system in which some people have more money and authority than others.
I suspect the I.Q., SAT, and school grades are tests designed by nerds so they can get high scores in order to call each other intelligent...Smart and wise people who score low on IQ tests, or patently intellectually defective ones, like the former U.S. president George W. Bush, who score high on them (130), are testing the test and not the reverse.
Nassim Nicholas Taleb
It may be thought justifiable to require tests on animals of potentially life-saving drugs, but the same kinds of tests are used for products like cosmetics, food coloring, and floor polishes. Should thousands of animals suffer so that a new kind of lipstick or floor wax can be put on the market? Don't we already have an excess of most of these products? Who benefits from their introduction, except the companies that hope to profit from them?
Concealed in every new situation we face is a spiritual lesson to be learned and a spiritual blessing for us if we learn that lesson. It is good to be tested. We grow and learn through passing tests. I look upon all my tests as good experiences. Before I was tested, I believed I would act in a loving or non-fearing way. After I was tested, I knew! Every test turned out to be an uplifting experience. And it is not important that the outcome be according to our wishes.
From a spectator point of view, Test cricket is not important; people hardly watch Test cricket. But as a player, Tests are the real thing. You have to concentrate for five days. It's a lot of time, and not easy to do it day in and day out. If people have played 70-100 Tests, it's a lot of cricket, a lot of concentration and dedication.
The entire principle of a blind taste test was ridiculous. They shouldn't have cared so much that they were losing blind taste tests with old Coke, and we shouldn't at all be surprised that Pepsi's dominance in blind taste tests never translated to much in the real world. Why not? Because in the real world, no one ever drinks Coca-Cola blind.
There is not enough evidence, consistent evidence to make it as fact, and I say that because for theory to become a fact, it needs to consistently have the same results after it goes through a series of tests. The tests that they put-that they use to support evolution do not have consistent results. Now too many people are blindly accepting evolution as fact. But when you get down to the hard evidence, it's merely a theory.
True art is by nature moral. We recognize true art by its careful, thoroughly honest search for and analysis of values. It is not didactic because, instead of teaching by authority and force, it explores, open-mindedly, to learn what it should teach. It clarifies, like an experiment in a chemistry lab, and confirms. As a chemist's experiment tests the laws of nature and dramatically reveals the truth or falsity of scientific hypotheses, moral art tests valyes and rouses trustworthy feelings about the better and the worse in human action.