The debate over standardized testing in college admissions is a complex and contentious issue, and it's about to get even more challenging with the rise of AI and the on-campus realities it presents. The author, an experienced high school English teacher, argues that the removal of standardized testing and the integration of AI in education are creating a crisis in American higher education.
The author's personal experience with sending students to prestigious Ivy League schools and teaching AP English courses gives them a unique perspective on the issue. They highlight the recent academic scandal at Brown University, where students used AI to cheat on exams, and the subsequent decline in performance. This incident underscores the importance of standardized testing as a reasonable barometer of student skill.
The author also discusses the impact of the pandemic on education, which led to a shift towards virtual classrooms and asynchronous learning. This change in the educational landscape has made secure exams feel anachronistic, and open-book and extended-time assessments have become the new normal. However, the author argues that this shift has also created a culture of academic dishonesty, with students using AI to cheat.
The author criticizes the integration of AI in education, arguing that it is unrealistic and inhuman. They believe that AI can produce outcomes, but actual learning happens when students engage in processes such as research, thinking, and experiential learning. The author's approach to teaching AP English courses, which focuses on close reading and discussion, is contrasted with the use of AI.
The author also highlights the efforts of colleges to maintain their prestige and integrity in the face of AI and the removal of standardized testing. They mention the University of Chicago's law school's pilot program to prohibit electronic devices in core 1L classes and the University of California's law school's change to its AI policy. These efforts are seen as a necessary response to the crisis in education.
In conclusion, the author argues that the debate over standardized testing and the integration of AI in education is a complex and contentious issue. They believe that a more skeptical approach towards AI and a return to standardized testing are necessary to address the crisis in American higher education. The author's personal experience and perspective on the issue make their argument compelling and thought-provoking.
