Should we get rid of standardized testing? - Arlo Kempf
-
0:09 - 0:12The first standardized tests
that we know of -
0:12 - 0:16were administered in China
over 2,000 years ago -
0:16 - 0:18during the Han dynasty.
-
0:18 - 0:23Chinese officials used them to determine
aptitude for various government posts. -
0:23 - 0:26The subject matter included philosophy,
-
0:26 - 0:27farming,
-
0:27 - 0:29and even military tactics.
-
0:29 - 0:34Standardized tests continued to be used
around the world for the next two millennia, -
0:34 - 0:36and today, they're used for everything
-
0:36 - 0:40from evaluating stair climbs
for firefighters in France -
0:40 - 0:43to language examinations
for diplomats in Canada -
0:43 - 0:46to students in schools.
-
0:46 - 0:48Some standardized tests measure scores
-
0:48 - 0:52only in relation to the results
of other test takers. -
0:52 - 0:57Others measure performances on how well
test takers meet predetermined criteria. -
0:57 - 1:00So the stair climb for the firefighter
-
1:00 - 1:03could be measured by comparing
the time of the climb -
1:03 - 1:06to that of all other firefighters.
-
1:06 - 1:09This might be expressed in what
many call a bell curve. -
1:09 - 1:13Or it could be evaluated with reference
to set criteria, -
1:13 - 1:17such as carrying a certain amount
of weight a certain distance -
1:17 - 1:20up a certain number of stairs.
-
1:20 - 1:25Similarly, the diplomat might be measured
against other test-taking diplomats, -
1:25 - 1:27or against a set of fixed criteria,
-
1:27 - 1:31which demonstrate different levels
of language proficiency. -
1:31 - 1:36And all of these results can be expressed
using something called a percentile. -
1:36 - 1:42If a diplomat is in the 70th percentile,
70% of test takers scored below her. -
1:42 - 1:47If she scored in the 30th percentile,
70% of test takers scored above her. -
1:47 - 1:51Although standardized tests
are sometimes controversial, -
1:51 - 1:53they're simply a tool.
-
1:53 - 1:57As a thought experiment,
think of a standardized test as a ruler. -
1:57 - 1:59A ruler's usefulness
depends on two things. -
1:59 - 2:02First, the job we ask it to do.
-
2:02 - 2:05Our ruler can't measure
the temperature outside -
2:05 - 2:07or how loud someone is singing.
-
2:07 - 2:11Second, the ruler's usefulness depends
on its design. -
2:11 - 2:14Say you need to measure the circumference
of an orange. -
2:14 - 2:17Our ruler measures length,
which is the right quantity, -
2:17 - 2:22but it hasn't been designed with the
flexibility required for the task at hand. -
2:22 - 2:25So, if standardized tests are given
the wrong job, -
2:25 - 2:27or aren't designed properly,
-
2:27 - 2:32they may end up measuring
the wrong things. -
2:32 - 2:33In the case of schools,
-
2:33 - 2:37students with test anxiety may have
trouble performing their best -
2:37 - 2:38on a standardized test,
-
2:38 - 2:40not because they don't know the answers,
-
2:40 - 2:44but because they're feeling too nervous
to share what they've learned. -
2:44 - 2:45Students with reading challenges
-
2:45 - 2:48may struggle with the wording
of a math problem, -
2:48 - 2:51so their test results may better reflect
their literacy -
2:51 - 2:54rather than numeracy skills.
-
2:54 - 2:56And students who were confused by examples
-
2:56 - 2:59on tests that contain
unfamiliar cultural references -
2:59 - 3:01may do poorly,
-
3:01 - 3:03telling us more about the test taker's
cultural familiarity -
3:03 - 3:06than their academic learning.
-
3:06 - 3:11In these cases, the tests may need
to be designed differently. -
3:11 - 3:13Standardized tests can also
have a hard time -
3:13 - 3:17measuring abstract
characteristics or skills, -
3:17 - 3:21such as creativity, critical thinking,
and collaboration. -
3:21 - 3:22If we design a test poorly,
-
3:22 - 3:24or ask it to do the wrong job,
-
3:24 - 3:27or a job it's not very good at,
-
3:27 - 3:30the results may not be reliable or valid.
-
3:30 - 3:33Reliability and validity
are two critical ideas -
3:33 - 3:36for understanding standardized tests.
-
3:36 - 3:37To understand the difference between them,
-
3:37 - 3:40we can use the metaphor
of two broken thermometers. -
3:40 - 3:42An unreliable thermometer
-
3:42 - 3:46gives you a different reading
each time you take your temperature, -
3:46 - 3:51and the reliable but invalid thermometer
is consistently ten degrees too hot. -
3:51 - 3:55Validity also depends on accurate
interpretations of results. -
3:55 - 3:59If people say results of a test
mean something they don't, -
3:59 - 4:02that test may have a validity problem.
-
4:02 - 4:06Just as we wouldn't expect a ruler
to tell us how much an elephant weighs, -
4:06 - 4:08or what it had for breakfast,
-
4:08 - 4:14we can't expect standardized tests alone
to reliably tell us how smart someone is, -
4:14 - 4:16how diplomats will handle
a tough situation, -
4:16 - 4:21or how brave a firefighter
might turn out to be. -
4:21 - 4:25So standardized tests may help us learn
a little about a lot of people -
4:25 - 4:27in a short time,
-
4:27 - 4:31but they usually can't tell us a lot
about a single person. -
4:31 - 4:36Many social scientists worry about
test scores resulting in sweeping -
4:36 - 4:39and often negative changes
for test takers, -
4:39 - 4:42sometimes with long-term
life consequences. -
4:42 - 4:44We can't blame the tests, though.
-
4:44 - 4:48It's up to us to use the right tests
for the right jobs, -
4:48 - 4:51and to interpret results appropriately.
- Title:
- Should we get rid of standardized testing? - Arlo Kempf
- Description:
-
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Although standardized testing is a particularly hot topic in education right now, this approach to measurement has been in use for two millennia. And while the results of standardized testing can help us understand some things, they can also be misleading if used incorrectly. So what do these tests actually measure? And are they worthwhile? Arlo Kempf investigates.
Lesson by Arlo Kempf, animation by CUB Animation.
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- Video Language:
- English
- Team:
- closed TED
- Project:
- TED-Ed
- Duration:
- 05:41
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