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Title: RE-EXAMINING THE EXAM: SOCIAL PSYCHOLOGICAL PERSPECTIVES ON STANDARDIZED TESTING IN INDIA
Authors: Merayah Sardana
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Merayah Sardana Vasant Valley School New Delhi
MLA 8 Sardana, Merayah. "RE-EXAMINING THE EXAM: SOCIAL PSYCHOLOGICAL PERSPECTIVES ON STANDARDIZED TESTING IN INDIA." Int. j. of Social Science and Economic Research, vol. 5, no. 9, Sept. 2020, pp. 2650-2655, doi:10.46609/IJSSER.2020.v05i09.016. Accessed Sept. 2020. APA 6 Sardana, M. (2020, September). RE-EXAMINING THE EXAM: SOCIAL PSYCHOLOGICAL PERSPECTIVES ON STANDARDIZED TESTING IN INDIA. Int. j. of Social Science and Economic Research, 5(9), 2650-2655. doi:10.46609/IJSSER.2020.v05i09.016 Chicago Sardana, Merayah. "RE-EXAMINING THE EXAM: SOCIAL PSYCHOLOGICAL PERSPECTIVES ON STANDARDIZED TESTING IN INDIA." Int. j. of Social Science and Economic Research 5, no. 9 (September 2020), 2650-2655. Accessed September, 2020. doi:10.46609/IJSSER.2020.v05i09.016.
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Abstract: Why re-examine the exam? Is there a fundamental flaw with standardized testing, or does it fall prey to the same equity-equality, liberty-equality, and diversity-equality dilemmas that have plagued scholars, philosophers, and citizens for decades? Taking social and educational psychological perspectives on standardized testing in India, specifically focused on standardized testing at the school levels, can thus provide an important lens in not only revisiting the ways in which such testing excludes key areas of the populations, but also affects the ways in which millions of young students understanding and process the very idea of ‘intelligence’ and selfworth. Beyond socio-economic consequences, this essay argues thus that there exist personal and political consequences to the large scale incidence of standardized testing in schools across India, limiting notions of progress and growth to those that are limited to capitalist, colonial-era metrics of productivity, rationality, and growth in terms of magnitude. The essay also considers alternatives to existing patterns of standardized testing that can be implemented in a manner that is cognizant of cultural, economic, and sociopolitical realities, and also in a manner that does not add excessive strain to teachers and other individuals employed for the execution of such forms of assessment, teaching, and learning-enablement in the country.

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