REPUBLIC OF THE PHILIPPINES

Guang-guang, Mati, 8200 Davao Oriental

DAVAO ORIENTAL STATE UNIVERSITY

THE IMPACT OF STANDARDIZED

TESTING ON THE PERFORMANCE OF
STUDENTS IN DAVAO ORIENTAL
STATE UNIVERSITY:
A QUALITATIVE STUDY

Instructor:
Mr. Nelson Pastolero
LANGUAGE EDUCATION RESEARCH

Researchers:
Philip James Tecson
Jullie G. Billion
Gladys A. Mesiona
Rationale

In many states around the country, mandatory standardized testing

has a significant impact on education. Testing became a high-stakes event

for schools across the country as a result of the No Child Left Behind Act

and the Race to the Top program. The ability of schools to demonstrate

proficiency has become critical. Teachers are under pressure to teach to the

test, and they spend significantly more time practicing for tests than they do

giving opportunities for actual learning (Davis & Willson, 2015).

Schools are penalized with reduced funds to help improve their

schools if children do not pass state examinations according to standardized

testing rules. Standardized testing is a poor indicator of a student's ability

(Loeb & Byun, 2019). There are far too many extenuating circumstances

that might affect a student's grade, resulting in an inaccurate portrayal of

growth or performance (Loeb & Byun, 2019).

Schools have used teaching to the test to avoid penalties such as

funding cuts if pupils do not perform well on standardized tests. The

majority of the school year is spent preparing for examinations, practice

tests, benchmark tests, and other techniques for schools to forecast how

kids will perform (Wexler, 2019). Instead of focusing on exam preparation as

much as it does now, the classroom should be more focused on educating

pupils. The basic responsibility of a school is to develop productive citizens

in our society. Many schools instead focus on teaching pupils how to pass

standardized tests.
 According to critics, relying solely on exam results distorts education.

They argue that crucial goals are being overlooked in the classroom because

they are not addressed on standardized assessments (Gronlund & Linn,

1990). Teachers are also affected by the reform movement. While they

support reform in general, they are wary of the use of standardized testing

(Stake, 1991). They regard the assessments as just one sign of student

success. They feel that because they see the kids daily and see them in a

range of scenarios and learning environments, they are the finest source of

evaluation (Salmon-Cox, 1981).

Standardized examinations only assess one facet of a student's

academic performance. The use of standardized examinations in the

classroom has had a significant impact. Many educators are changing their

teaching methods and material. "Teaching to the test," "changing courses to

highlight testable information," and even "dropping subject matter not

covered by tests" are all instances of the types of influence observed in

research studies. Some teachers feel compelled to make instructional

decisions based on how important standardized test outcomes are to them.

Because the usage of standardized tests may influence teacher attitudes and

instructional decisions, it's critical to figure out how much of an impact they

make in the classroom.

There is currently little data on the benefits of standardized testing in

terms of holding schools accountable and holding students accountable.

Stakeholders in education need to hold someone accountable for students'

progress, and they're doing so using standardized testing, but this hasn't
been demonstrated to be an effective method. There are no journal papers or

empirical studies that propose an alternative to testing as a means of

holding schools accountable for student improvement. Testing has been

considered a means of ensuring that all students in schools receive a high-

quality education, but it has had the opposite impact in many respects

(Wexler, 2019).

Many students have a tumultuous home life, lack of family support,

or other challenges that impair their academic performance. The true

problem now for teachers is to work with all of the social factors that exist in

a classroom full of pupils and to provide each one with the support,

attention, and discipline that they require to receive a good education.

Teachers and educational institutions are under a lot of stress as a result of

this. Teachers must find ways to reach every child and provide them with

complete assistance, and schools and districts must find ways to support

their teachers for them to succeed.

The implication of the abovementioned previous works on the impact

of standardized tests on student performance will help future researchers to

formulate a thorough investigation of the standardized test on the

performance level of the students. Furthermore, the abovementioned

previous works claim that lapses are being detected in incorporating

standardized tests as the basis for determining the performance of the

students. With that being said, this study will further develop an

investigation into how standardized tests contribute to the performance of

the students. This allows researchers to conduct more research to determine

whether or not preparing kids for standardized tests benefits them in the

long run.

Research Objectives

1. To measure the level of effectiveness of the standardized test in the

teaching-learning process.

2. To identify factors affecting student performance using a standardized

test.

3. To determine how standardized tests and student performance

correlate to each other most effectively upon achieving desirable

teaching-learning outcomes.

Hypothesis/es:

1. There is a significant difference in using the standardized test in the

teaching-learning process.

2. There is no significant difference in using the standardized test in the

teaching-learning process.

3. There is a significant influence on the performance of students in

using the standardized test

4. There is no significant influence on the performance of students in

using the standardized test

5. There is a positive impact of the standardized test influencing the

performance of the student.

6. There is a negative impact of the standardized test influencing the

performance of the students.

 REVIEW OF RELATED LITERATURE

This chapter presents the related literature and studies after the in-

depth search done by the researchers. This will also present the theoretical

framework to fully understand the research to be done.

Standardized testing

Testing is important, practical, and compassionate if it is flexible.

Especially if it's part of an "educational census" that gathers "all data on

deck"—information on students' academic success, as well as their physical

and mental health, attendance records, and other equity indicators—to

guarantee that students who need the greatest assistance receive it (Ho,

2021).

Popham (2018) defines standardized tests as "any assessment that is

delivered, scored, and interpreted in a standard and planned manner."

Multiple-choice questions are typically used on tests so that automated test

scoring machines can grade them rapidly. Some exams contain open-ended

questions that must be assessed by a supervisor. Standardized tests give an

objective assessment of knowledge as well as a helpful metric for identifying

areas for improvement, as well as vital data to aid students from

underrepresented groups, and the findings are good predictors of college

and job success.

On the other hand, Zara (2016) argues that standardized tests only

determine which students are good at taking exams, that they provide no

meaningful measure of progress, that they haven't increased student

performance, and that they are racist, classist, and sexist, with results that

aren't predictive of future achievement. They argue that standardized tests

are an excellent way to evaluate instructors. According to Zimmer (2019),

standardized assessments can cause severe physical and mental stress in

students. These assessments have the potential to hold teachers and school

districts responsible for academic achievement. However, correlating student

success on standardized tests can have serious and bad consequences for

students' general health and well-being. Furthermore, a yearly state

standardized examination does not ensure high-quality education for all

students. Educators, on the other hand, have no method of understanding

how close they are to reaching their goal in the absence of it (Procon Org.,

2020).

Furthermore, the No Child Left Behind Act (NCLB) of 2001, was

intended to hold schools responsible for their student's achievements. States

were obligated to regularly test children in reading and arithmetic, publish

the results, and ensure that students meet competency levels. If schools do

not comply or fulfill the objectives, they risk losing federal education

funding. States must demonstrate to the Department of Education that their

assessment system complies with legislative and regulatory criteria to

ensure that assessments are rigorous, fair, and of high quality. States must

also make proof that assessments fulfill nationally accepted testing

standards and quality requirements available to the public (Scillss Partners,

2017).

Negative Impacts of Standardized Tests on the Students’ Performance

 According to a survey conducted by the Council of Great City Schools

(2014), the average student takes around 112 standardized exams by the

time they complete high school, accounting for 2.3 percent of classroom

time for an eighth-grade student. Critics of standardized exams claim that

they put undue pressure on students to do well, particularly when

examinations are given in large quantities. Standardized test stress, for

example, might result in poor health and unfavorable attitudes toward

education and learning. When they perceive others in charge of the

administration and the repercussions of the examinations they are required

to complete, they begin to doubt their ability and self-esteem. Some families

and kids choose to opt out or just refuse to take these mandatory

standardized examinations; however, this might result in grade

consequences and is likely to be discouraged by the administration.

Standardized testing's influence on teaching and learning is extensively

questioned. Teaching is frequently blamed for curricula narrowing and

ineffective exam preparation (Jerald, 2006; Koretz, 2005).

In addition, cheating scandals in Atlanta and Washington, D.C., for

example, have been publicly documented (Wong and Ross, 2015). While the

consequences of standardized testing on teaching and learning are

concerning, the repercussions on students' physical and emotional well-

being are equally problematic and ought to be addressed. Testing is viewed

as stressful by many educators, parents, and students, who are concerned

about its influence on kids' physical and emotional well-being, school

involvement, and self-efficacy. The number of time children spends testing

and the fact that these examinations are high-stakes certainly add to the

stress pupils feel when it comes to standardized testing (Baker, 1989). Much

discussion has concentrated on whether students spend too much time on

standardized testing and the consequences of over-testing. Abeles (2015)

underscores this attitude in Beyond Measure: Rescuing an Overscheduled,

Over-tested, Undervalued Generation, portraying the emphasis on testing as

out of control and referring to today's pupils as "the most tested generation

in history" (p.101). According to Abeles, an overabundance of testing has

negative implications, such as putting children under undue stress.

Standardized examinations, according to the National Council of

Teachers of English (2014), restrict student learning since they focus solely

on cognitive aspects, neglecting numerous other characteristics that are

critical to student achievement. Some schools devote less time to science,

social studies, and the arts to prepare children for math, reading, and

writing assessments (The Room 241 Team, 2012). Students with reading

abilities that extend beyond but do not fully embrace the limited band of

capabilities indicated by standardized exams may be unaware of or

disengaged from school because they do not comprehend or appreciate their

talents (National Council of Teachers of English, 2014). Furthermore, even

though standardized examinations such as the National Achievement Test

have been around for over two decades, results have remained unchanged. If

the results show that pupils in Philippine schools are mastering the abilities

and ideas examined, no modification would have been desirable. The major

issue is that Philippine schools have been failing year after year for more
than two decades, consistently falling 10 to 20 points short of the targeted

75 percent level (Philippine Basic Education, 2014).

Standardized examinations can reasonably predict future academic

achievement since they are so focused on scholastic intelligence. Real-world

success, on the other hand, entails far more than language and logical-

mathematical prowess (Greggory, 2017). As a result of this identical focus,

standardized examinations provide little relevant information regarding life

achievement (James, 2016). We've been hiding behind "objective" tests,

those that produce consistent and dependable findings, for far too long,

ignoring the reality that they only assess a portion of the picture. We end up

focusing practically all of our attention on the academic aspects of

intelligence, which are easily accessed through multiple-choice tests since

we focus our resources on those things we can measure (Medley, 2017).

Effects of Testing on Gifted and Talented Students

Since the beginning of extensive educational reform, several studies

have looked into gifted kids' impressions of their schools and classrooms.

High school students showed general happiness with their educational

experience in research by Clementson and Wenger (1998), although they

urged for more difficult and exciting content and instruction. "Too many

students coast through high school without being challenged. Mediocrity is

becoming the norm," and "The difficulty of most of the classes is far below

the level of the majority of the students. Raising the difficulty of these

classes would challenge a student's intellect," and "I would urge my teachers

to make learning more exciting" are examples of students' perceptions of a

lack of engaging, challenging curriculum (Wenger as cited on The Pros and

Cons of Standardized Testing, 1998). Furthermore, according to the findings

of a K-12 survey of students' opinions of school, many children were bored

and in need of more complicated and diverse materials and chances,

according to Gallagher, Harradine, and Coleman (1997). While some

students highlighted instances of difficult instruction, the majority of

students felt that instruction was too slow and relied too heavily on

repetition. High-stakes testing programs, according to Coleman (1997), do

not inspire the kind of complicated, authentic curricular or instructional

approaches that are required to challenge gifted students. Despite the fact

that there are various recommended ways for boosting students' challenge

and personal satisfaction in learning, research indicates that state-level

initiatives do not stimulate their adoption (Csikszentmihalyi, 1990).

According to Moon, Callahan, and Brighton (2002), the focus on narrow

curricular and instructional approaches linked with high-stakes testing may

result in gifted students being ignored for programs (Gallagher, 1997).

Students who do not respond well to standard, test-driven training,

particularly those from minority and marginalized groups, may have

academic aptitude that is concealed by their lack of interest in learning

(Csikszentmihalyi, 1990). Minority students are underrepresented in gifted

programs, according to research, showing that when achievement tests are

used as the foundation for identification, these students are especially

unlikely to be chosen (Ford, Harris, Tyson, & Trotman, 2002). Minority

students have been demonstrated to do well in academic enrichment

settings whenever given access to programs (Olszewski-Kubilius, Lee, Ngoi,

& Ngoi, 2004), implying that they perform better when given the opportunity

to learn through an engaging, demanding curriculum.

Positive Impacts of Standardized Tests on the Students’ Performance

According to Staff Reports (2014), standardized curriculum have been

criticized in the past for removing originality from the teaching process. The

advantages, on the other hand, appear to vastly exceed any disadvantages.

After reviewing 100 years of standardized test research, 93 percent of

studies concluded that standardized exams have a beneficial impact on

student success.  Furthermore, cognitive studies have discovered that test-

taking in general helps students remember material over time (Defending

Standardized Testing, 2005).

According to a McKinsey and Company (2010) research, 20 school

systems that made large, persistent, and widespread advances on national

and international exams employed competency objectives for each school

and frequent, standardized testing to track system success. Furthermore,

standardized tests are inclusive and nondiscriminatory since they ensure

that all students are exposed to the same subject (Rhee, 2010).

Students who perform very well on these assessments frequently enjoy

public adulation and a sense of pride and success over their classmates

(James, 2016). Standardized tests, as mentioned in The Benefits of Regular

Standardized Assessment in Childhood Education at The University of

Auckland (2015), are a useful tool for informing students about how

excellent they are, what they need to focus on, and their strengths and
shortcomings. Standardized tests should encourage students to put forth a

lot of effort and to create objectives for themselves (White, 2016). 

China has a long history of standardized testing and ranks first in the

world in educational attainment (James, 2017). When Shanghai appeared

on the Program for International Student Assessment (PISA) rankings in

2009, it supplanted Finland as the number one country in reading, math,

and science. Despite pleas for standardized testing to be reduced, China's

testing program remains in place (Pro Con.org, 2018).

Standardized tests give a wealth of important information at a

reasonable cost and take up very little teaching time (Hoxby, 2002).

Standardized exams, according to Bommer (2015), cost less than 0.1

percent of K-12 education spending, or $5.81 per student per year.

Higher standards and more testing are better prepare students for

college. According to Hoxby (2002), 66 percent of college professors believe

"elementary and high schools expect students to learn too little." By March

2002, after a surge in testing and the passage of the No Child Left Behind

act, that figure had dropped to 47 percent in direct support of higher

expectations, strengthened standards, and better tests (Public Agenda,

1998).

In this regard, it is apparent how important standardized testing is in

the context of education. Despite the difficulties surrounding standardized

testing as evidenced by the associated literature, we may conclude that the

influence of standardized testing has impacted both students and

instructors. It has both good and bad effects on how students' academic
progress is determined, as well as how the teaching process is influenced.

This means that standardized testing requires additional examination to

identify how it affects the teaching and learning process, particularly for the

learners who are highlighted in this study.

Theoretical Framework

The theoretical foundation for examining how standardized tests affect

the performance of the students can be found in the Multiple Intelligence

Theory. The framework for the Multiple Intelligence Theory originated from

examining the different fields of skills. It suggests that the traditional notion

of intelligence, based on IQ testing, is far too limited. Instead, the MI Theory

proposes eight different bits of intelligence namely, linguistic intelligence,

logical-mathematical intelligence, spatial intelligence, musical intelligence,

intrapersonal intelligence, bodily-kinesthetic intelligence, interpersonal

intelligence, and naturalist intelligence to account for a broader range of

human potential in children and adults (Kennedy, 2015). To apply this

theory to the impacts of standardized testing on the student's performance,

the students must be categorized into the eight different bits of intelligence.

Students who are linguistic or word smart benefit from written tests.

However, students who have high logical-mathematical intelligence, but

have low linguistic intelligence are at a disadvantage when taking written

tests particularly when it includes essays. Students who have high linguistic

and logical-mathematical intelligence perform better in academics compared

to students who have high musical intelligence. On the other hand, students

who have high musical intelligence perform better in music-related school

activities compared to students who have less musical intelligence. The

students have different fields of intelligence which varies their performance

in a specific field of intelligence.

Significance of the Study

This study will be beneficial to the students, teachers, and future

researchers. Students will be aware of the impacts of standardized testing

on their performance as students. Also, teachers will be aware of the

impacts of standardized testing on teaching which will give them a hint to

improve their teaching strategies or methods. Furthermore, future

researchers can make use of the result of our present study. This study will

serve as their basis and comparison to their future study.

Scopes and Delimitations

This study limits its coverage to the 1 st year English Major students of

Davao Oriental State University S.Y. 2022-2023 who have already taken a

standardized test. This study will focus on the impacts of standardized

testing on students’ performance.

Definition of Terms

Accountability- is the practice of holding educational systems and each

separate component of the system, liable for the level of a student’s

education and performance (Center of Education Policy, 2008).

High Stakes Tests- is used to describe tests that are used for making

choices about the student’s grade level, promotion, retention, tracking,

and graduation. They are also tied to school funding, teachers’ merit pay,

and accreditation (Madaus, Russell, & Higgins, 2009).

No Child Left Behind (NCLB) - is a United States Federal Law that

authorizes several federal mandated educational programs aimed at

improving student achievement levels at primary and secondary schools

(NCDE, 2012).

Standardized Testing- is a type of assessment that meet the following

criteria: (a) the format of every question is the same for every student, (b)

every student receives the same instructions for taking the test, (c) the

time permitted for each student to take the test is the same, (d) each

student to choose the same correct answer for each question (Diamond,

2012).
 CHAPTER 2

METHODOLOGY

This chapter includes the research design, the role of the researcher,

data collection, analysis of data, trustworthiness and credibility, and ethical

considerations.

Research Design

 In this study, the research design that will be used is a

phenomenological approach. This research design involves understanding

the essence of the phenomenon by examining the experiences of students

who have already taken a standardized test. The phenomenological

approach that will be utilized in this study aims to accurately describe the

lived experiences of the students and not to generate theories and models.

Moreover, it involves long in-depth interviews to get a full picture of the

students’ experiences. 

Role of Researcher

The role of the researchers serves as the instrument to complete this

study. The researchers will work collaboratively to effectively gather the

needed data. The actions taken by the researchers in gathering information

are the following:

1. Conduct personal interviews with seven (7) selected male 1st year English

major students and seven (7) selected female 1 st year English major

students.
2. Record the interviews for transcription accuracy and follow-up questions

whenever necessary to clarify issues.

3. Maintain participants’ confidentiality by coding their identities.

4. Maintain log field notes to supplement the interview data.

Research Participants

The eligible participants for the study are 1 st year English major

students from Davao Oriental State University. There will be seven (7)

selected male 1st year English major students and seven (7) selected female

1st year English major students with a total of fourteen (14) 1 st year English

major students.

Data Collection

In-depth Interview

All interviews will be conducted over 1-week in 2022 through Google

Meet. Using voice and video recorders, all the interviews that will be

conducted are recorded with the knowledge and consent of the respondents.

The respondents will be given semi-structured questions where the

researchers could deviate from the prepared questions if necessary.

Researchers will construct questions that align with the research

objectives. Respondents will be allowed to speak in their native language to

conduct a smooth interview process. The questions that will be provided

during the interview are simple and short. The method of interviewing will
be online via Google Meet and will be digitally recorded. The interviewees will

be unnamed to uphold confidentiality.

Analysis of Data

The following are goals that will guide the data analysis of our research:

1. To make sense of each data collection.

2. To look for patterns and relationships both within a collection, and also

across collections.

3. To make general discoveries about the phenomenon that is being studied.

Researchers must first examine the entire transcript of data that has

been acquired to construct an overview and comprehension of the outcomes.

After reading the material, the researchers will take further notes and ask

additional questions that were not addressed during the interview process in

order to go deeper into the issue and collect the necessary data. The

framework or theoretical lens offered, as well as the associated studies, will

be considered. The researchers will be able to compare and contrast the

lived experiences to the other accounts of students outside and inside the

scope of limitation as a result of these investigations, allowing them to reach

a thorough conclusion.

The data acquired through multiple interviews will give the

researchers a comprehensive explanation and context of the influence of

standardized testing on the student's performance. The variables acquired

will also allow the researchers to explain further the findings and crucial

definitions of the elements that are shown to have a significant influence on

the students. The data will be organized into units in order to detect these

characteristics via phenomenological reduction. Points or keywords will be

inserted in these units to further reduce the data. This will assist

researchers in developing a more believable and persuasive path for

subsequent investigation. Following that, primary variables will be chosen,

from which further sub-topics for examination and debate might be formed.

Finally, the researcher will go further into the newly generated categories

and look for alternate assimilation strategies before transforming the

emergent categories into units with diverse themes and using these themes

to construct the descriptive report on the study.

Trustworthiness and Credibility

An adequate level of confidentiality of the research data will be

endured. Any deception and exaggeration about the aims and the objectives

of the research will be avoided. Any type of communication in relation to the

research will be done with honesty and transparency. The respondents will

be allowed and encouraged to check the transcripts for any inconsistencies

and failures. This process helps the researchers provide an accurate

presentation of the facts and stories of different respondents to ensure

trustworthiness in the study.

Ethical Consideration

Research participants will not be subjected to any harm. The

protection of the privacy of research participants will be ensured. Respect

for the dignity of the respondents will be prioritized. Any type of misleading
information, as well as representation of primary data in a biased way, will

be avoided.

Research Questionnaire for In-depth Interview

1. What are the factors that affect your academic performance?

2. What are your strategies in order to perform well in class?

3. Have you ever had a standardized test?

4. What are your strategies in order to prevent failed remarks?

5. How do standardized tests affect your performance in class?

6. In what aspects do standardized tests help you perform well in class?

7. In what aspects do standardized tests hinder you from performing well

in class?

8. How do your remarks in standardized tests define the level of your

academic capability?

9. Do you think that standardized testing is the most effective way to

judge a student’s learning?

10. If not, what do you think are the alternatives to standardized

testing as a method for evaluating student performance?

Materials Needed for Data Gathering

1. Laptop with a built-in camera and microphone

2. Google Meet app

3. Wi-Fi

4. Notebook

5. Ballpen
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