By Saanvi Sandineni ‘29 and Olivia Sun ‘29
Every week, students across the country face another quiz, unit test, or exam— each one promising to measure what they have learned. Grades and scores have become the ultimate markers of “intelligence,” shaping how students see themselves and how others judge their abilities. But can a test grade really capture the depth of someone's understanding or potential? Some argue that tests provide a fair, objective way to track progress and hold students accountable across all schools and backgrounds. Others believe they ignore creativity, critical thinking, and the nuances of stress and anxiety that make tests a sore spot for many students. These are the parts of intelligence that cannot be measured by a set of right or wrong answers. The question remains: do tests reflect real intelligence, or simply the ability to recall information under pressure?
In Defense of Standardized Testing
Standardized tests often get a bad reputation among students—and it is easy to see why. Long hours of studying, stressful exam days, and the endless bubble sheets can make these tests feel more like a chore than a helpful tool. But take a closer look, and it’s clear that standardized testing actually plays an important role in keeping the student body on track. By measuring everyone against the same standards, these exams ensure that all students, no matter what class or teacher they have, are learning the essential skills they need. A 2018 study from the Brookings Institution found that standardized tests help schools measure student learning fairly and consistently, giving educators a clearer picture of what is working and what is not. To really gauge the benefits of tests, we interviewed one of our own teachers here at St. Mark's. She concluded that tests were indeed “a good way to keep things standard across all classes and ensure all our kids are learning the information they need for the future.” Also, they make it easier to see if students are truly grasping the material rather than just memorizing facts.
But fairness is not the only reason standardized tests can benefit students. They also motivate learners to study more effectively and retain knowledge longer. When a big exam is on the horizon, students cannot rely on shortcuts—they have to review, practice, and truly understand the material. Research from the Harvard Graduate School of Education in 2019 supports this, showing that students who prepared for standardized exams were more likely to remember what they learned over time. While no one is likely to say that standardized tests are “fun,” they do encourage good study habits, accountability, and a sense of academic discipline. In a way, these tests help make sure everyone has the tools they need to succeed, both in school and beyond.
The Case Against the Perfect Score
A test is not a good measure of academic ability because the ability to memorize a set of given information is not the same as being able to consciously understand the reasoning behind the tasks and know how to execute the steps rationally. For instance, while some people fully comprehend all the concepts, they struggle with taking tests due to their test anxiety.
The factor of test anxiety always seems to appear, no matter how much a person studies or prepares. No matter how prepared they are, they might be prone to forgetting the material. Thus, test anxiety is an uncontrollable factor in the process of test taking that can greatly hinder a student’s ability to perform to their best. A personal reflection by a student echoes, “Growing up, I would always feel some level of test anxiety while taking, like, state testing. And I don't think I generally get to perform to the best of my ability.” In addition, data show that high test anxiety can hurt performance regardless of intelligence. In a survey of 200 teens, 187 reported having some sort of test anxiety. 54% of students from the sample fell in the range of moderately high to extremely high test anxiety. The majority agreed that tests are not the best indicator of intelligence, especially when there are more effective ways to address understanding.
Building on this foundation, we interviewed the students and teachers in St. Mark’s, asking for their views on standardized tests. Most comments concluded that tests are indeed not a good measure of intelligence. Though they are held in high regard, there are better ways to evaluate students’ knowledge on a topic. Another belief shared by many is, “Assessment can be useful when employed correctly, but it can’t be the sole factor that determines a student's overall intelligence.” A teacher replies to the opinion, stating, “It simply shows how well you can take the test, not necessarily whether you are good at math or successful as a writer.” For example, a student with a very, very high intelligence quotient could perform very, very poorly on a standardized test if they don’t prepare for it, showing that tests are not great tools for judging subjects, but rather for measuring the ability to memorize all the material instead of processing it cognitively.
Taken together, these statements are only a few gathered among the student body. The evidence above shows that tests, by popular opinion of both teacher and students, are not known to be a good measure of a student’s ability to understand and utilize the material given. Instead, it is a test on the skill of taking a test, making it, to some degree, invalid when it comes to judgment on a student’s academic capabilities.
So maybe it is time to rethink how we define academic success. After all, we are taught that learning should be about understanding, not just bubbling in the right answers.
Maybe it is time to rethink what we are really measuring. Though tests are normally seen as a “fair” way to track knowledge and accountability, they can only show what we remember at the moment, but cannot capture creativity, curiosity, or the pressure that shapes the outcome. Equating scores with intelligence risks valuing memorization over true understanding. In the end, the smartest students are not always the best test-takers; they are those who continue to learn long after the test has ended.