Actuality of Problem
The relevance of standardization of education, and testing, in particular, is determined by modern tendencies in the field of education. In other words, there is an active introduction of universal criteria for evaluating students’ knowledge, as well as the integration of a general education system that is relevant regardless of the individual characteristics of students (Hardy, 2020). This leads to the fact that the control of the education process and the normalization of indicators is facilitated by the state. However, it should be noted that this is a short-term benefit, but in the long run, such a strategy is negative for schools and students (Hardy, 2020). However, the standardization of education remains relevant for a large number of countries, so schools and universities need to fight it in order to maintain the highest level of educational services. This will also prevent the degradation of the general level of knowledge of specialists studying in educational institutions.
Negative Effect of Standardizing
The number of negative consequences from the standardization of testing and education far exceeds the positive aspects of this process. First of all, the unification of grades and test items leads to incorrect assessment of learning outcomes among a large number of students (Hardy, 2020). This is explained by the fact that, due to individual interests and differences, the areas of the deepest knowledge of individuals may differ (Hardy, 2020). However, standardization omits this factor from the method, which leads to underestimation of the marks of students who know the subject well, but in a different area. In turn, this leads to a decrease in interest in learning since low grades are a demotivating factor. Here it should be noted that these effects are a chain reaction. Namely, a decrease in interest leads to the neglect of deep learning. Without this, the emergence of outstanding specialists is impossible, but at the same time, the unrealized potential grows (Hardy, 2020). Among other things, the equation of all knowledge and grades through one system does not allow individuals to engage in scientific detail since everyone has approximately the same level of proficiency in school subjects.
Reference
Hardy, I. (2020). School reform in an era of standardization. Authentic accountabilities. Taylor & Francis.