The Impact of Standardized Testing on School's Responses to COVID-19Show full item record
|The Impact of Standardized Testing on School's Responses to COVID-19
|Standardized testing has a long and important history in the United States. For over two centuries, students have been assessed through testing and policy decisions have been made off of this data. However, this practice is not without its critics. Standardized testing is blamed with shifting the focus off of learning and onto testing (Ravitch, 2010), as well as turning education into a business venture with learning as a product to be measured and sold, rather than a life-long journey (Taubman, 2009). During the COVID-19 pandemic, despite the fact that much of the educational world was drastically altered primarily due to the shift to online learning, standardized testing and its requirements largely remained the same. There was a brief pause in federally mandated testing durign the 2019-2020 school year (Field, 2021). However, testing was resumed the next academic year (Johnson, 2021). Standardized testing has permeated the decisions made at both the federal and local level of government to the extent that even in a pandemic, the federal government only pressed pause on administering tests; at the local level, assessment drove the timeline of schools' reopenings. This paper will examine, at the macro level, the impact the COVID-19 pandemic has had on federal standardized testing by the creation of several timelines of the COVID-19 pandemic and educational decisions made throughout. This information was garnered through digital searches of press releases and other newspaper articles concerning the actions of the World Health Organization, the U.S. Department of Education, and the Texas Education Agency. The timelines are then analyzed to examine how standardized testing has driven the conversation about schools during the COVID-19 pandemic and their future place in the education system.
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- Undergraduate Honors Papers