One of the great debates in education is whether test scores should be based on students’ ability to recall facts or their ability to present facts

Experts agree that test scores should represent student progress in learning. This progress can be identified by students’ ability to gather information, analyze those facts, and present their learning in an organized fashion. I agree, but I also believe test scores should evaluate students’ progress in the learning process. (1)Testing based on facts alone does not present this information clearly. Students may have difficulty recalling facts, but if they are able to demonstrate their understanding through explanation, then they have mastered the material. However, if students cannot explain their understanding, then they have not mastered the material

In addition, testing based on facts alone gives students only one avenue to demonstrate their knowledge; they do not learn to explain their understanding through writing essays or speaking. This lack of choice diminishes students’ ability to become creative thinkers. If students are never given the opportunity to write or speak their understanding, then they are less likely to develop their own opinions and less capable of presenting those opinions as valid. Thus, the emphasis on test scores only evaluating students’ ability to recall facts can limit students’ creativity as well as their ability to present their thoughts in an organized fashion

On the other hand, testing based on students’ ability to present facts can provide a wealth of information. Students who are struggling with remembering facts and information may be unaware that the information is available to them. In school, it is the teacher’s job to present the information, but students cannot see the connections between the information and the concepts. Thus, they do not see the relevance of that information. However, if they are asked to explain it, they can connect the information to prior knowledge and create their own connections. As a result, they can come up with creative ideas about how the information applies to the world around them. Therefore, students’ ability to explain their learning demonstrates their understanding of the material

Furthermore, this type of testing can provide valuable insights for teachers. If students cannot explain their understanding, then they may lack higher-order thinking skills such as critical thinking and problem solving. If students cannot explain their thinking processes, then it is difficult for teachers to know what strategies they should be using. If students cannot explain their thinking processes, then teachers cannot encourage them to develop these processes. Therefore, if students are not given the opportunity to explain their thinking processes, then teachers cannot encourage or support them in developing those processes

In conclusion, the emphasis on testing students’ ability to present facts can provide them with valuable insights about their learning progress. This ability can be assessed through essays, speeches, and written reports. However, this type of testing is not a substitute for testing based on students’ ability to recall facts.