Standardized testing accuaretly represents a student's academic ability.

Point 1. Pressure. Pressure does have a great effect on the results of standardized tests. The amount of pressure on students changes daily, depending on any number of different circumstances. When test day comes, the students do feel more pressure, I agree, but pressure has nothing to do with whether or not the standardized test itself represents a students academic ability. The problem is in the way that the test is presented to the student. Suppose this scenario: A student is passed a practice standardized test, and is told he can take as much time as he wants on it and that the results will not be shown to anyone because it is practice. He is also told to answer as best as he can because it will help him accurately gauge how long it will take when the real test comes along. He is relieved of pressure in this scenario, and the test accurately represents his academic ability. In another scenario, the same kid is given the test that will determine his acceptance into certain colleges. This test is timed, costs money, in a setting with (sometimes) hundreds of other students, and is supervised by some authority. It is certainly a high pressure situation. This exam still accurately test a students academic ability, but under a high pressure situation. The test itself hasn't actually changed, so it still accurately represents academic ability. The thing that has changed is the context in which that student has taken the test. We can either accept the fact that contextually, the atmosphere will always be different, and thus all standardized tests are subject to the difference in students, the amount of emotional pressure he or she is under while taking the test, the manner in which the test is administered, and so on. There are virtually too many different variables to look at to determine what setting and atmosphere are going to be the best for each student. I say that life is full of pressure, and we are forced to deal with pressure on a daily basis. Students are conditioned to take tests, are used to dealing with pressures, and are actually given practice tests as they pass through elementary school. In fact, ever state has at least one standardized test for students to take before they reach the ACT or SAT. [1] These tests do not effect the students collegiate career or their job placement later in life, so there is far less pressure, but still prepare the students for later tests under pressure. With all that said, I say that pressure is irrelevant in this debate because it does not actually change the questions on the test itself. The questions within the test are objective and the grading of the answers is objective. The only thing that changes under pressure is the way that the student takes the test, which is again, not what this debate is about. This debate is about whether or not standardized tests accurately measure a student's academic ability, not how pressure effects the outcome of students scores. If voters can honestly find a way that pressure can change how the test is composed, I invite them to vote against me. 2. Lack of Subjects. We both agree that standardized tests obviously do not encompass every skill or subject that is taught in school. I also agree that english, history, and writing compliment other skills like debating. My opponent states that the subjects (english, history, science, math, and writing) do not equate to the skills that can be tested in other subjects, namely debating. I would like to refute this by saying that nothing can quite equate to any subject, unless it is that specific subject. Again, the problem does not lie in the test, but in the way it is presented to the students. The test by itself accurately represents a students academic ability. For the given amount of time allowed, the test contains a good mix of core subjects, that supplement specific skills. It accurately represents a students academic ability to correctly answer questions that encompass the subjects that are entailed in every specific subject or field. If anyone can truly find a career that does not contain any of the tested subjects, I invite them to vote against me. If the voters truthfully cannot find one, my point has been made and I should rightly receive the votes.