Reply #74: The Side Effects of Testing [View All]

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Who Is No Child Left Behind Leaving Behind?

The Side Effects of Testing

Much of the debate surrounding standardized testing is focused on the effects the testing atmosphere has on teachers and students. Negative side effects are associated with teacher decision making, instruction, student learning, school climate, and teacher and student self-concept and motivation. The tests have turned into the objective of classroom instruction rather than the measure of teaching and learning. Gilman and Reynolds (1991) reported sixteen side effects associated with Indiana's statewide test, including

• indirect control of local curriculum and instruction,
• lowering of faculty morale,
• cheating by administrations and teachers,
• unhealthy competition between schools,
• negative effects on school-community relations,
• negative psychological and physical effects on students, and
• loss of school time.

Testing anxiety related to these assessments affects all populations associated with the institution of education, such as students, teachers, administrators, and parents. Research reports that elementary students experience high levels of anxiety, concern, and angst about high-stakes testing (Barksdale-Ladd and Thomas 2000; Triplett, Barksdale, and Leftwich 2003). Triplett and Barksdale (2005) investigated students' perceptions of testing. They concluded that elementary students were anxious and angry about aspects of the testing culture, including the length of the tests, extended testing periods, and not being able to talk for long periods of time.

Student anxiety increases when teachers are apprehensive about the exams (Triplett, Barksdale, and Leftwich 2003). When students are drilled every day about testing procedures and consequences, the fear of failure prevails. Flores and Clark (2003) investigated teachers' perceptions of high-stakes testing. They summarized six themes of their findings as the following:

1. Teachers are not against accountability; rather, they view assessment as distinct from high-stakes testing.

2. Teachers posit that an overemphasis on testing results in an unbalanced curriculum and inappropriate instructional decisions.

3. Teachers suggest that excessive pressure is placed on particular grade levels.

4. Teachers are having second thoughts about pursuing or remaining in the teaching profession.

5. Teachers propose that test results should not be used to make high-stakes decisions.

6. Teachers have observed that test emphasis affects students negatively, and it manifests in physical, psychological, or emotional symptoms.

These are insights from professional teachers working inside the classrooms every day with the students.