Students, educators examine importance of testing
Students, educators examine importance of testing

Published: May 8, 2008

April Zamora
Western Heights
Junior

Today, high school students are aiming high and reaching for meaningful careers.

Good grades are one key to reaching their goals, but how students’ skills are measured may be in question.

Every school in Oklahoma gives some type of standardized test.

Benchmarks and End of Instruction tests, known as EOI’s, are widely known, but where did they originate and what is their purpose?

The No Child Left Behind Act was passed on May 23, 2001. One of the main goals of this act is to “have higher expectations for every student and greater accountability for every school.”

To measure compliance, some schools incorporate the standardized test scores into overall grades, while others do not count them at all.

“We don’t have benchmarks,” said Andrez Blanco, a student at Mustang High School. “Our semester tests are like a normal test grade. Actually, what teachers try to do is make it worth a little less because some are really good at tests and some are not. I’m a very good test taker.”

Blanco also said Mustang students can be exempt from EOI’s depending on their grade and attendance.

Jean Adams, principal at Western Heights, said students are getting used to the benchmarks.

“Many were shocked at the percentage of the benchmark towards the grade,” Adams said. “But I truly believe our students and teachers are adapting to the benchmarks.”

“I get stressed about benchmarks,” said Jared Elliot, a Western Heights student. “It would be better if the benchmark wasn’t 40 percent of my class grade.”

Elliott also said that what he dislikes most about benchmarks is that he can maintain a good grade for nine weeks, and then his benchmark score brings down his overall letter grade in the class.

“I don’t believe the 40 percent of the student’s grade should be based on the benchmark,” said Geoffrey Johnson, a Western Heights teacher. “The percentage should be less. I believe the focus should be more on attendance and the actual input of the student.”

Johnson said benchmarks are not true indicators of a student’s potential, but they are successful in determining if that student is a good test taker.

Although many have different opinions on this particular subject, the main reason for the differences is because every system is trying to find new ways to educate students and enlighten future leaders. So, despite the different opinions, the central goal is the same — education, a key element to success.

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