Standardized exit exams

ARGUMENTS: 1) Test performance. a) Not everybody performs well on tests regardless of whether they know the material or not. Some people panic, get sick, choke, etc. These tests are very intimidating to students who sometimes obsess over the results. Therefore one's performance on the rest is really not a very accurate indicator of how each individual performs. b) A lot of students suffer from things like dyslexia or other learning disabilities which inhibit them from performing up to par on the exam. As such, these individuals may never have a fair chance at passing the exam. On the other hand, if they're given an advantage (such as longer time to complete the test), this might not be fair to the other students who are not given more time despite their own personal (sometimes undiagnosed) need. Either way, there's hardly a way to make these exams universally fair for everyone, which goes against your very own value and criterion. 2) Learning Inhibition. a) Preparing for these exit exams usually discourages teachers and school boards from focusing on other aspects of education. There are various types of intelligence, including mathematical intelligence, linguistic intelligence, logical intelligence, creative intelligence, etc. By demanding that these tests be passed in order to graduate, you're promoting only certain aspects of knowledge which is unfair to the students and society as a whole. b) Because people are intelligent in different ways, this test is discriminatory because it discredits those who have intelligence beyond what is examined on the exam. 3) Alternatives. a) If one does not pass a standardized exam, but their grades and class performance show a considerable degree of knowledge in the expected fields, then a system ought to be set up where educators or administrators can offer or allow other ways for the student to demonstrate what they've learned. These can be discussed amongst administrators, school boards and teachers in each individual district and vary upon school, class or possibly even individual so long as they show sufficient skill in designated areas. 4) Usefulness/Uselessness a) Some people need to graduate HS to accomplish goals such as entering the military or other specific fields of training. I posit that some of the knowledge required on the exams will have nothing to do with some individual's direction in life, but because they need to graduate HS in order to tend to their other options, the negation of this resolution stands in their way of success. This again seems to go against Con's value. b) Studies show that those who are required to pass these exit exams do no better in the workforce than those who aren't required to pass these tests. As such, they don't seem to add any relative value to one's life or production in society [1]. c) While standardized tests may be useful in finding out what one knows and does not know (in terms of what they should or are expected to know), this should have nothing to do with whether or not they GRADUATE. Instead, they can be tools or guides used to determine which areas a pupil may need more help or focus in. The graduation aspect is also supported by the reality that different schools in different towns and states require different things to pass. Not all standardized tests are the same, and as such a student from a different school may also have an unfair advantage. This again does not seem to uphold Con's value. 5) Costs a) Creating the tests, preparing for the tests, giving the tests and grading the tests all cost money. Because Con has not proven that these tests are necessary OR beneficial (or even reliable or relevant), then this cost is unnecessary and therefore an unfair tax burden.