Should we get rid of standardized testing? - Arlo Kempf

譯者: Crystal Yip

The first standardized tests that we know of

我們所知的第一個標準測驗

were administered in China over 2,000 years ago

是在 2000 年前 時值漢朝的中國

during the Han dynasty.

Chinese officials used them to determine aptitude for various government posts.

中國官員透過測驗決定應試者 是否勝任各類政府職務

The subject matter included philosophy,

考試範圍包括哲學

farming,

農耕

and even military tactics.

甚至軍事謀略

Standardized tests continued to be used around the world for the next two millennia,

往後二千年， 標準測驗在世界各地繼續沿用

and today, they're used for everything

今天，測驗用於各種事情

from evaluating stair climbs for firefighters in France

由法國評估消防員爬樓梯的能力

to language examinations for diplomats in Canada

以至加拿大外交官的語言考試

to students in schools.

乃至學校學生

Some standardized tests measure scores

有些標準測驗按其他人的成績來評量分數

only in relation to the results of other test takers.

Others measure performances on how well test takers meet predetermined criteria.

另一些按預設標準來評量表現

So the stair climb for the firefighter

因此消防員爬樓梯的能力

could be measured by comparing the time of the climb

能按其他消防員 爬樓梯需要的時間來評量

to that of all other firefighters.

This might be expressed in what many call a bell curve.

這可用鐘形曲線來表示

Or it could be evaluated with reference to set criteria,

或按預設標準來評量

such as carrying a certain amount of weight a certain distance

例如攜帶相當重量行走特定距離

up a certain number of stairs.

並爬上特定數量的梯級

Similarly, the diplomat might be measured against other test-taking diplomats,

同理，外交官可按 其他應試外交官的表現來評量

or against a set of fixed criteria,

或按預設標準

which demonstrate different levels of language proficiency.

來顯示應試者精通語言的程度

And all of these results can be expressed using something called a percentile.

而這些結果可用百分位數來表達

If a diplomat is in the 70th percentile, 70% of test takers scored below her.

若外交官在第 70 百分位數， 70% 應試者的分數低於她

If she scored in the 30th percentile, 70% of test takers scored above her.

若得分在第 30 百分位數， 70% 應試者的分數高於她

Although standardized tests are sometimes controversial,

雖然標準測驗有時備受爭議

they're simply a tool.

但它們其實只是工具

As a thought experiment, think of a standardized test as a ruler.

試作思想實驗：標準測驗是把直尺

A ruler's usefulness depends on two things.

直尺是否有用視乎兩件事

First, the job we ask it to do.

第一，我們將它應用在甚麼工作

Our ruler can't measure the temperature outside

我們的直尺不能量度室外温度

or how loud someone is singing.

或某人唱歌的聲調高低

Second, the ruler's usefulness depends on its design.

第二，直尺是否合用視乎其設計

Say you need to measure the circumference of an orange.

譬如你需要量度一個柳橙的圓周

Our ruler measures length, which is the right quantity,

雖然圓周是長度， 而我們的直尺能量度長度

but it hasn't been designed with the flexibility required for the task at hand.

但它的設計未能有彈性量度曲線

So, if standardized tests are given the wrong job,

所以，如果標準測驗錯配工作

or aren't designed properly,

或設計不善

they may end up measuring the wrong things.

最後可能會量度錯誤

In the case of schools,

以學校為例

students with test anxiety may have trouble performing their best

對測驗感到焦慮的學生 或在測驗中難有最佳表現

on a standardized test,

not because they don't know the answers,

不是因為他們不懂得回答問題

but because they're feeling too nervous to share what they've learned.

而是因為太緊張以致無法呈現成果

Students with reading challenges

有閱讀困難的學生

may struggle with the wording of a math problem,

也許難於明白數學題的文句

so their test results may better reflect their literacy

因此他們的測驗成績 或較能反映他們閱讀文字的能力

rather than numeracy skills.

而非算術能力

And students who were confused by examples

一些學生礙於文化隔閡， 未能明白測驗中的例子

on tests that contain unfamiliar cultural references

may do poorly,

可能表現欠佳

telling us more about the test taker's cultural familiarity

這些測驗較能得知 應試者的文化熟悉度

than their academic learning.

而非他們的學術知識

In these cases, the tests may need to be designed differently.

這些例子中，測驗或需要更改設計

Standardized tests can also have a hard time

標準測驗也難於

measuring abstract characteristics or skills,

量度抽象的性格或技能

such as creativity, critical thinking, and collaboration.

例如創意、批判思考和合作能力

If we design a test poorly,

如果測驗設計不良

or ask it to do the wrong job,

或用之不當

or a job it's not very good at,

或用之不善

the results may not be reliable or valid.

結果可能會不可靠或無效

Reliability and validity are two critical ideas

可靠性和有效性是兩個重要概念

for understanding standardized tests.

來理解標準測驗

To understand the difference between them,

要理解兩者的差異

we can use the metaphor of two broken thermometers.

我們能夠用兩支壞的温度計作比喻

An unreliable thermometer

一支不可靠的温度計

gives you a different reading each time you take your temperature,

每次你測量自己體温時， 都的到不同的讀數

and the reliable but invalid thermometer is consistently ten degrees too hot.

另一支是可靠但不準確的温度計 總是比正確温度高出十度

Validity also depends on accurate interpretations of results.

有效性也在於恰當解讀結果

If people say results of a test mean something they don't,

如果分析不符合測驗結果

that test may have a validity problem.

該測驗的有效性就會成疑

Just as we wouldn't expect a ruler to tell us how much an elephant weighs,

正如我們不會 以直尺量度大象的重量

or what it had for breakfast,

或問直尺大象吃了甚麼早餐

we can't expect standardized tests alone to reliably tell us how smart someone is,

我們不能認為單靠標準測驗

便可知某人有多聰明

how diplomats will handle a tough situation,

外交官有多能應對困難情況

or how brave a firefighter might turn out to be.

或消防員將會有多勇敢

So standardized tests may help us learn a little about a lot of people

因此標準測驗或能助我們 短時間內簡略了解很多人

in a short time,

but they usually can't tell us a lot about a single person.

但我們通常不能 從中詳細知道一個人

Many social scientists worry about test scores resulting in sweeping

很多社會科學家擔心測驗分數籠統

and often negative changes for test takers,

並經常為應試者帶來負面影響

sometimes with long-term life consequences.

有時影響一生

We can't blame the tests, though.

但是，我們不能錯怪測驗

It's up to us to use the right tests for the right jobs,

而是在於我們是否用得其所

and to interpret results appropriately.

並合理分析結果