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At the time and having been influenced by military efficiency of World War II, the nation adopted standardized testing and mainstreaming because they held an aura of scientific respectability and eased the grading dilemmas. Of course, the reason we keep these outdated systems today is more based on the fact that standardized testing and single educational objectives are far more cost effective and require far less objective and social knowledge by the educational faculties. In other words, cost and ease of presentation continue to win.
In conclusion, this essay aimed to present a view that our educational process is in need of change. Our mainstream philosophies and the reliance on standardized achievement testing will continue to create problems for our society. "The sad fact is that it's a corporate jungle out there where cigar-chewing CEOs bare their teeth and cannibalize those who aren't problem-solvers. Companies exist to solve problems. We all know this. Should it surprise us that corporate problems never appear in multiple-choice format?" (Manigaulte, 1997) Mainstreaming and standardized testing do not test intelligence as mush as they create a process of standardization and one line of reasoning fits all. The existing system rewards students to abandon their culture and individual...
"Students taking essay exams are less likely to do well in the course when their achievement is measured by the TUCE. If students who have had practice with multiple choice exams have an advantage over students who have not had this practice, this result implies that the validity of the TUCE as a measure of achievement may be dependent upon the type of tests during the course. Measuring achievement with the student's grade may thus be a more appropriate choice."(O'Neill) the entire system needs to be restructured to reward the concepts related to conception, design, creativity and artistic lines of reasoning. but, the system must also promote the cultural and socioeconomic differences of our children.
References
Henry, Tamara (January 12, 1994). Educators Cling to Multiple-Choice Exams. USA Today.
Macht, Joel. (1998.) Special Education's Failed System: A Question of Eligibility. Westport, CT: Bergin & Garvey,
Manigaulte, John Carlo (1997). Multiple Choice Exams Don't Mimic Tests of Work World. University Wire, October 1.
O'Neill, Patrick B. (2001). Essay vs. Multiple Choice Exams; an Experiment in the Principles of Macroeconomics Course. American Economist, March 22.
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