A Dialog with My Brain
It seems it's that time of the year again where students are taking their first semester's final exams. The tension is enough to erupt a volcano, and admidst the havoc of cramming, an idea came to me. It was an idea that has often haunted me, particularly during test time, but this time it's back with valid points. The conversation between my brain and I go as follows:
- Brain: "Arrghh, why are we doing this?"
- Steven: "huh?"
- Brain: "Why are you spending endless hours looking at papers and computer screens in the hopes of absorbing some information that you might not need for an exam given by another person?"
- Steven: "I kinda need to do this, I might not remember something for the test and --"
- Brain: "You don't get it! Why do you have to take a test at all? You're given a piece of paper, everyone in the class is, and you're expected to answer the questions on the sheet. The results are supposed to reflect how well you know the information--"
- Steven: "Yea, that's kinda how it works. It's always been that way."
- Brain: "Just because it always has been, means it's correct. You're tested on by a standard. Obviously this is fundamentally incorrect. Look around you - is any one person here the same as you physically? Emotionally? Mentally? Spiritually? No. Even if you were to have a twin, they would not be the same as you. Everyone is different, simply because of the massive amounts of variables that exist during the fetal developement process...my point? If everyone was all the same, then I would understand that a standardized test--one that is the same for everyone--would be necessary to test to see if one is operating a sub-"standard" level. Yet, because everyone is different, there is no strict standard."
- Steven: "yea, yea, but one can argue that there is a general standard margin of excellence where one should be if they are studying and keeping a good work ethic."
- B: "Steven, this far deeper than that. Yes, one can be tested on this general system that sets a margins of excellence based on how many points are recieved on a test, but it's not good enough! Do you know why test are standardized, at least on at the classroom level?"
- S: "No."
- B: "Remember, the goal is to measure one's knowlege and excellence, compared to that of a set margin. In other words, get all the answers right, you get a 100. Get some right, but not all, your grade is lowered accordingly. Test are standardized in a weak attempt to keep them fair and just. But what is fair is not always just."
- S: "I don't follow..."
- B: "Let me give you an example...soon, you'll be taking that mathematics final exam--"
- S: "uhhgg, don't remind me."
- B: "Anyways, yes, you've been studying like crazy but math isn't really your favorite topic. You understand the basic principles, but when you try to put into practice the more complex concepts, you utterly do not understand -- it shows on your previous quizes."
- S: "Your point?!"
- B: "Do you believe you are a disadvantage compared to, let's say, the economics major that sits next to you? Or to any individual that loves computing interest rates? I believe you are. For them, the work is more of a pleasure, and their natural aptitude for the subject allows them to perform at a much better rate than you. You would have to put in much more time and work (both of which you cannot afford) in order to receive a high grade-- a grade that will still be humbled by theirs'. By the same token, if you were to take an exam that tested your level of historical comprehension of the imperialism of the 1700s, you have a much greater advantage over many, due to the fact you simply understand history easily and find it fascinating."
- S: "So what you're saying is that standardized test...huh?"
- B: "oh for goodness sake, Steven! STANDARDIZED TESTS ARE UNJUST because they are skewed in favor of those who are more naturally fitted for the subject. By becoming 'fair', they essentially cripple those who have no taste for the subject of the test, who find it (the subject) unbearably difficult, and who cannot seem to understand (at least to an adequate level). I won't even touch even more pressing issues, such as one of your favorites, the phenomenon known as 'test anxiety'...."
- S: "Okay, so I get that it's not just. But life isn't just -- but it is fair. We all walk on the same gravity, breathe generally the same air, live under the same sky, etc. We're all expected to be tested against an ideal standard. What are any alternatives?"
- B: "Sure, that's all fine and dandy, but is scoring everyone by one standard scale and having their scores compared to one another truly the best course of action? Aren't we all beyond this whole 'survival of the fittest' bit? Besides, standardized test give too broad of a result. Joey got a 95 on a science test. Sarah got a 69. Does that mean that Sarah is truly ignorant of the subject? Perhaps, but there are too many variables. What if she did study with all her heart and soul, yet she simply couldn't understand? What if her home environment doesn't allow for fruitful studying? What if her mind, on a biological scale, isn't suited for understanding science? And if she got a 85, does this still mean she is ignorant of the subject? (after all, she is away from a 100 by 15 whole points! POINTS!! What is a point? Can one possibly measure how efficient one is able to use their acquired knowledge?? but i digress...) Must she be compared to the ideal standard of a 100% grade, or to Joey's 95, or to any other? If the aim is to truly measure one's comprehension of the subject matter, then people must be tested on an individual basis. No grade scale. No comparison from one person to another. No more injustice. Personalized test should be implemented, one fit to make up for the variable's of one's life. In this way, more difficult questions will be provided to geniuses, while less difficult questions would be provided to those less suited. The basketball brute would no longer be at a disadvantage, compared to the math geek, in class."
- S: "But test serve a social purpose -- they give an idea of how everyone is performing compared to others. You simply can abolish this concept, it's part of the human's competitive nature!"
- B: "Honestly, I wish it weren't. Regardless, people can still be given this measure by comparing their status proportionally to others. For an example, no longer would Sarah have to worry about be considered lesser than any other, for the test she'll take will be made to suit her individual needs. What she makes on that test can then be proportionally compared to the 'scores' of others, who also took individualized test."
- S: "Well...It seems you have a proper argument forming there (albiet slightly fantastical and abstract), brain, but it's in futility. I still have to study for my finals -- but hey, what you said is good food for thought."
- B: *sigh* "Fine. My hope is some one on your blog will respond interestingly to my thoughts...yours have been..."
- S: " Yea? Have been what?"
- B: "Let's just say you'd make good friends with a neanderthal."
- S: "Sweet! I've always wanted to be pals with someone from the Netherlands!"
- B: "You twit! The citizens of the Netherlands aren't called neanderthals, they're called -- ah, forget it."
What are your brains telling you?