SOCIAL, LEGAL AND

ETHICAL IMPLICATIONS OF
TESTS

CRITICISMS OF TESTING

In spite of the advantages of testing, still some

quarters hurl some serious allegations against its
use. Below are some criticisms:
of Privacy- Anastasi and Urbina (1997) offer
us some factors to consider to observe the right to
privacy:

Invasion

1)
2)
3)
4)

Purpose of testing
Relevance of Information
Informed Consent
Confidentiality

- Chase (1976) derived the following implications for

teaching from the 1974 Family Educational Rights and
Privacy Act (Buckley Amendment) :
1)
2)

3)

4)

5)

6)

Teachers cannot post the grade of students.

Teachers cannot display the works of their students as an
example of poor or excellent work.
Teachers are not allowed to let the students grade or
correct any other students paper.
Teachers cannot ask students to raise their hands to
determine if they answered correctly or incorrectly to any
item.
Teachers cannot distribute test papers in a manner that
will permit other students to observe scores of others.
Teachers cannot assume that letters of recommendations
requested by students will be kept confidential.

 Creation

of Anxiety and Interference in LearningHow tests affect students was studied by Kirkland
(1971). In his study, the following conclusions
regarding tests were reached based on the
relationships between anxiety and learning:
1)

2)

3)

4)

5)
6)

A mild degree of anxiety usually facilitates learning,

whereas a higher level of anxiety hinders learning in most
cases.
The less able student incurs a higher level of anxiety from
testing capable ones.
Being familiar with the type of test to be administered
reduces anxiety.
Highly anxious students do better than less anxious ones
on measuring rote recall.
Test anxiety increases with grade levels.
Although there appears to be no relationship between sex
and anxiety from among elementary school children,
junior high school girls indicate that they experience more
anxiety than boys at comparable levels.

The following suggestions may help motivate students

prepare for and take examinations without creating
unnecessary anxiety:
1)

2)

3)

4)

5)
6)

7)
8)

9)
10)

Emphasize tests for diagnosis and mastery rather that means

of punishing students who fail to live up expectations of the
teacher or parents.
Avoid a sudden death examination. Keep in mind that
passing or failing is a function of one test only.
Write personal notes on each examination paper encouraging
students to keep up the good work or exert more effort.
Be sure each item has face validity. Items measure some
important aspects of life as perceived by the students.
Avoid unannounced examinations
Schedule personal conferences with students as often as
possible to reduce anxiety and redirect learning.
Emphasize more on strengths not on deficiencies.
Do not emphasize competitive examinations when some
students are unable to compete.
Treat each students grades confidentially.
Allow students to choose among activities of equal
instructional value.

Categorization of Students (Tracking) The

notion that measurement instruments are infallible and
their performance is fixed and, therefore, unchangeable, has
had serious consequences.

Permanent

Bright and Creative Students - One of the most

consistent criticisms of test is that they are insensitive to
typical but defensible responses. Of course, there are some
vague items, but this is an exception rather than a rule.

Penalizing

against Minority Students Many minority

students do not take test because they have not learned
skills, knowledge, and attitude required to succeed. In this
case, it is not reasonable to criticize tests.

Discrimination

Measurement

of Limited and Superficial Aspect of Behavior

A commonly recurring criticism of tests is that they cannot
measure important human traits, such as love or motivation.

THE END