Testing alone can be extremely nerve-wracking for many students, causing feelings of insecurity and self-doubt that can interfere with their performance. So, is using assessment scores for educational placement the best idea for schools? While leveling in schools is intended to help students learn at an appropriate pace for their learning abilities, it is important to take into consideration how accurately these tests can measure a student’s full potential. So, if standardized test scores are the determining factor for the pace at which individual students obtain education, students are being set up for failure. Whether they are learning at a level that is beneath or above them, these scores may be an inaccurate representation of their learning needs.

      First of all, some students may experience nerves and/or pressure when taking tests, especially when they are aware that their results could have an impact on their future. This may lead them to receive non-ideal scores. This being said, some of the most accelerated students will often be placed well below their learning curve. While at the same time, many students are placed in higher-level classes than they can handle, causing them to fall behind and struggle in their courses. Clearly, education systems using one test score to assess a student’s ability to retain information are wildly inaccurate and are deteriorating the overall quality of the student’s future.

      Not only does this issue affect students, but it also has the capability to put teachers in jeopardy. Many schools will use the average scores of these tests to judge the ability of educators and their methods. Therefore, if students are scoring low enough on standardized tests, teachers are at liberty. In addition, instructors may feel limited to “teaching the test” to prepare their students for the upcoming assessments that determine the outcome of both the student and the teacher. This means that educators will limit their class’s content to only that of the test. So, due to this unnecessary pressure, students’ learning scopes are limited, and ultimately, less information is learned.

      To get some additional points of view, both a student and a teacher were asked for their opinions on the topic. “I do not think that standardized testing is a good representation of a student’s academic abilities because it’s a singular test that most students end up not realizing their full potential on,” said freshman Kilee Galigher. She then added, “As a student, standardized testing causes stress because I am worried about not finishing in time, leading me to rush, and I am worried about my final score.” Moreover, Ms. Lindon said, “I think it gives students an opportunity to demonstrate what they’ve learned.” She also mentioned, “I think it adds pressure to students’ lives because they already need a cumulative number to graduate, so, knowing they have to perform well to graduate adds to that stress.” When asked for her overall opinion, she said, “There are pros and cons.”

      Overall, it’s apparent that standardized assessments may either require some adjustments or should be put to rest completely. Students and teachers already experience large amounts of stress, and these tests are a common factor. Thus, society should find alternative ways to monitor the current and upcoming scholars and educators of today’s education.

      Sources:

https://www.american.edu/soe/graduate/effects-of-standardized-testing-on-students-teachers.cfm

https://www.campustimes.org/2025/09/15/the-problem-with-standardized-testing/