Letter to the Editor: Education

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Dear Editor,

It is misleading to believe that tests are the final evaluation of a student’s ability. Sadly, they only test a prescribed range of information. Who establishes the arbitrary number that means success for one and demeans another? Every student is an individual with their own characteristics. Tests only give a number for a designated range of information at the time it is administered. Do we really want to resort to seeing people as a number from one limited assessment or as a person?

As a retired teacher with forty-four years of experience, I see students having many talents and aptitudes not recognized on these assessments. Therefore, if the student has a different experience than tested they score poorly. Does this mean they are not as capable as another student who tests well or has the information tested?

Not everyone is the same. Therefore, a perfect scale that fits everyone’s development is impossible. Tests in younger children really put those working hard, but not as matured in a big disadvantage and creates a lack of self-esteem.

When will we accept everyone with all his or her assorted gifts, instead of pushing everyone into the same square hole to become identical? Building on success brings more success. Students supported in their accomplishments will elevate their levels of achievement and that will create more diversity. Allowing the whole person to function utilizing left-brain and right brain abilities means not competing with others but allowing individuality as they compete against themselves.

Marilyn Redmond
Edgewood, WA

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