Various standardized tests, such as the SAT and ACT, have been used for several decades in the US as a tool for measuring achievement in subjects as well as evaluating cognitive abilities. They focus on basic academic subjects as a way of predicting a student’s readiness for college. As recent Fall and Winter test dates have passed, Northwood students are reflecting on their experiences with standardized testing, including the stress of preparing for such an exam.
“I feel like we don’t focus on standardized test preparation in high school,” junior Amber Haley said. “I think we’re just expected to prepare ourselves when we should be doing it in class.”
Haley is not alone among her peers in feeling unprepared. Many students have reported being disappointed and overwhelmed while reviewing for the test. As it is not usually a topic discussed in class, students are typically left with the responsibility of studying by themselves or paying the cost to receive private tutoring.
“I just get really stressed when I think about taking it; I feel like I’m falling behind in studying for it,” junior Cameryn Ekeler said.
The process of finding outside tutoring sources has proved to be taxing in a number of ways. Not only can it be costly, but it often creates an even more packed schedule for students already booked after school. On top of extracurriculars and after-school activities, students are expected to make time for extra review to prepare for these exams rather than relying on time in school to be prepared.
“It’s hard to balance the work from school as well as setting aside time for reviewing for the SAT, especially junior year, because we are so busy,” junior Hallie Arnott said.
Because of the impact SAT and ACT scores have on a college application, an enormous amount of stress is placed on students’ performance. This causes some to feel mentally drained when they’re already focusing on a challenging course load.
However, these tests do not only appear in the form of the SAT or ACT. In classrooms, standardized tests often come in the form of a benchmark or final exam. This has caused some debate and conflict over whether or not the use of standardized tests guides teachers to “teach to the test”, rather than working to give students a deeper understanding through a more creative learning environment. It also encourages teachers to only focus on material featured on the End of Course (EOC) assessment or North Carolina Final Examination (NCFE) rather than the wide range of academic knowledge and skills covered in the SAT and ACT.
“ I think that sometimes we focus more on what’s going to be on the final exam instead of learning more outside information on the subject.” junior Zoe Kolat said.
In terms of staple exams such as the SAT and ACT, some students feel that their classes aren’t giving them the preparation they need. “ I saw a lot of stuff on the test [PSAT] that I didn’t remember or haven’t learned yet,” junior Amber Haley said.
For many students, the last few Fall and Winter SAT/ACT test dates were a first time experience. As new test dates approach, students look towards preparing and reviewing for these exams.
