Gifted Students and Standardized Testing

Believe me– everyone has an opinion about standardized testing. I will not bore you with my whole opinion about testing. Maybe that will be another post? Not sure if anyone would read that.

Testing with gifted children is nothing short of torture. Weeks of review they often don’t need, review that is not stimulating (no offense to any teachers- hard to make this exciting), and then to sit hours on end to take the test is detrimental to many gifted students, or any student for that matter.

I stumbled upon this research article about standardized testing and gifted children the other day and thought some of the conclusion statements were worth mentioning (read the article for all the statements).

Teachers and students feel a tremendous amount of pressure associated with high-stakes testing to produce high student test scores.

The pressure felt by teachers associated with high-stakes testing results in drill and
practice type of curriculum and instruction.

There is a clear feeling among most teachers that the focus on minimum standards and basic skills has diminished both the richness and depth of the curriculum and professional autonomy over curricular and instructional decisions.

Gifted and talented students feel pressure to perform well to bring up all scores which can often result in disengagement from the learning process.

Many gifted students report frustration and resentment at the slow pace of learning and repetitive nature of text preparation.

It appears that the current high-stakes testing movement affects gifted students by providing a curricular ceiling that is well below their own academic potential.

From: State Standardized Testing Programs: Their Effects on Teachers and Students
Tonya R. Moon
Catherine M. Brighton
Jane M. Jarvis
Catherine J. Hall
University of Virginia
Charlottesville, Virginia


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