Introduction
The Florida Comprehensive Assessment Test (FCAT) is one of those issues nowadays that evokes controversial responses from the public. Society is worried about the level of education the children receive as well as the amount of the rest they get along with a load of homework and tests. Moreover, it is believed that FCAT is one of those tests that do not reflect the students’ knowledge gained during the several years’ courses. It is important to consider all possible drawbacks within this topic in order to draw an adequate conclusion. It is said that a school diploma is not a right and cannot be simply granted to everyone, it must be earned. Respectfully, I have to admit this and agree, although still FCAT should not be considered a standardized assessment tool in high schools.
FCAT Inconsistency
The foremost argument against FCAT is that students do not really show much of their knowledge on the specific subjects because the test is focused on an all-rounded education base (Local 10, n.p.). Of course, the overall understanding and comprehensive knowledge of this world are vitally essential, however, let’s look at this point from another perspective: kids are getting fiercely busy during recess with preparation instead of the actual rest and mind clearance. All the more, ultimately, the students of Biology, for instance, do not even get to show what they know on the subject because the test is based on 8th – 11th-grade courses, whereas some of the students did not have a substantial course during elementary, neither did some have a good teacher. Therefore, we face a totally biased assessment.
Encouragement Funding Measures
Funding is another reason to consider FCAT an absurdity. The cash-strapped schools put lots of pressure on their kids in order to get the desired funding for teachers tied to the test scores. However, the important fact here is that the actual kids care nothing about the test and about money, besides “released questions have shown that the test includes some poorly written questions based on the questionable application of scientific principles” (Campbell, n.p.). So, it is groundless to assume that children will be anyhow encouraged (except for the recess for the 3rd graders, while 11 graders are loaded with preparations).
Insufficient Test Content
The students that do not get a level at the test are retained. This means that you should take another year of 11th grade, for example, in order to pass FCAT again and get a diploma. So, the question is how fair and unbiased this is since many teachers are unable to pass the tests. The test taken within two 75-minute sessions presupposes a student to read “eight to nine passages and then answer questions…” (Townley, p.3). This is a very tedious task to do the testing and has nine different contests to get into. The multiple choices are sometimes all alike and after the seventh text, it is merely impossible to concentrate especially when you are limited in time.
Conclusion
So, to crown it all, it has to be said that students are likely to follow their own choices in music bands, sports, etc in order to develop their creativity and acquire knowledge. However, FCAT takes too much time for preparation even though some tastings are irrelevant as per the knowledge conveyed during the specific courses. Besides, it seems to be unfair that students are doomed to be retained because of unsubstantial scoring, which in its turn is impossible to do away with because teachers are encouraged with governments funding. The reasonable and effective reaction to this would be creating the specific tests for every year instead of overall 8th-11th grade tests, and addressing the FCAT as a test measure not a means to enhance knowledge through findings or completions.
References
Campbell, D. Insights into Florida science testing. Florida Citizens for Science. [2009].
Local 10. Teen Says FCAT Wastes Time, Money. Post-Newsweek Stations. 2009. Web.
Townley, C. How to Prepare for the FCAT: Grade 10 Florida Comprehensive Assessment Test in Reading and Writing (Barron’s FCAT: Florida’s High School Math). New York: Barron’s Educational Series. 2004. Print.