Excessive Testing in American Schools
General testing in today's school systems has a negative effect upon the actual learning of the students. Standardized testing narrows school curriculum, labels children as failures at a young age, and uses money that could possibly be used in a more productive manner.
While standardized tests are problematic at all ages and levels of schooling, they are especially questionable in primary grades. In these years children's growth is idiosyncratic (Russel, 2002). Skills needed for school's success are in their most vulnerable stage. Failure at this age can be devastating. 'My six year old is already crying himself to sleep at night worrying about his SATs,' states Mark Adams from BBC news (2003, p.1). It is necessary for teachers, school administrators, and parents to strongly argue that testing in the early years must end and testing in the years following must be reduced.
How many of us really believe that a child's intelligence, achievement, and confidence can be represented adequately by standardized tests? How can any distribution curve classify all children? What about all we have learned about children?s growth and their response to education? Few teachers and parents would accept that a single test score could define any child (Russel, 2002). We must ask if these tests address the educational concerns of teachers and parents and do they provide useful information about individual children or the class. Almost all teachers feel pressure to teach to the tests and feel that tests clearly limit educational possibilities for students (Russel, 2002). We feel it is detrimental to a child's education to enjoy reading. An article reported by the BBC news (2003) entitle...
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Parents and advocates of education can all agree that they want their students to be in the best hands possible in regards to education. They want the best teachers, staffs, and schools to ensure their student’s success. By looking at the score results from standardized testing, teachers can evaluate effectively they are doing their job. On the other side, a proponent for eliminating standardized testing would argue that not all students care passionately about their education and will likely not perform to expectations on the test. However, receiving the numerical data back, teachers can construe the student’s performances and eliminate the outliers of the negligent kids. Teachers can then look at the individual scores and assign those outliers to get the help they need in school. This helps every student getting an equal chance at education. Overall, taking a practice standardized test can let a teacher look at individual questions and scores and interpret what they need to spend more time on teaching. A school also can reap the benefits from standard testing to ensure they are providing the best possible education they can. The school can look at the average scores from a group and hold the teacher accountable for the student’s results on the test. The school can then determine the best course of action to pursuit regarding the teacher’s career at the school. By offering teachers and schools the opportunity to grow and prosper, standardized testing is a benefit for the entire education
It is 1917. You are a young American man who has enlisted in the armed forces, but before you are shipped off to France, you have to take what is known as an Army Alpha Test. Your scores will be compared to more than a million others and the results will determine whether you are placed in an officer training program or simply thrust onto the battlefield. High stakes were placed on this test 93 years ago; high stakes are placed on tests modeled after them today. The standardized achievement tests commonly used in schools today evolved from the Army Alphas developed by the American Psychological Association. This is precisely the problem. Standardized tests are old and outdated, and the harm they cause to America’s education system by far out-weighs the benefits. These tests were intended to monitor and offer ways to improve how public schools function, but instead they have impaired the natural learning ability of students and imposed upon the judgment of experienced educators. Although a means to evaluate the progress of public schools in necessary, it is also necessary to develop more modern and effective ways of doing so. Standardized testing mandated by the federal and state governments has a negative effect on the education of America’s youth.
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Standardized tests have been used to see how much a child has learned over a certain period of time. These tests have been a highly debated issue with many parents and just people in general. In the article “Opting out of standardized tests? Wrong answer,” the author Michelle Rhee argues that people should not be trying to opt out of standardized tests because it allows the country to see how much a child has learned and the things they need to improve. On the other hand, in the article “Everything You’ve Heard About Failing Schools Is Wrong,” the author Kristina Rizga argues that standardized tests are not an efficient way to measure a student’s intelligence. Rizga better proves her thesis through the use of solid argumentation. Rizga is more
Do you like being bombarded with the stress of having to take so many tests? In 1845 the US brought standardized testing in the subjects spelling, geography, and math into public schools (Standardized Testing 1). Standardized tests were made to swiftly assess students abilities (Standardized Testing 1). The No Child Left Behind Act in 2002 mandated testing in all 50 states. In the article, “Standardized Tests,” it states that “US students slipped from 18th in the world in math in 2000 to 31st place in 2009, with a similar decline in science and no change in reading” (Use of Standardized Tests 5). Blame of the decline in rates are on poverty levels, teacher quality, tenure policies, and increasingly on the pervasive use
Standardized testing assesses students, teachers, and the school itself, which puts a great deal of pressure on the students. High scores show that the school is effective in teaching students, while low test scores make teachers and schools look as though they are not teaching the students properly. This is not always the case. There are teachers who do teach students what they need to know to pass the test, but their students are still unprepared. Although teachers try to improve instruction, student performance is still variable to other factors that the school cannot control.
Should people do surgery to lose weight? Many people think they can lose weight by surgery every time they need. However, the author’s know that there is some person's disagreement with the person, who wants to do surgery to lose his lipids, because he wants to spend a lot of money and also, it is kind of dangerous dissuasion. Although, many people prefer to do surgical operations for many issues, and they do not care about it because they know the disadvantages and the thoughts that surround them. Nevertheless, doing these operations with the knowledge, there are many people die during the conduct of these operations or they die because of the failure of these operations. There are many people thinking that surgery is a bad way to lose weight
Authors Amy Witherbee and Denise B. Geier of “Point: Standardized Testing is the best Way to Establish Education Standards” say, “Standardized tests are important, not for the testing, but for the standards. They are, in essence, a benchmark that when properly done, sets out for students, teacher, parents, and a nation, goals for the next generation” (1). Standardized testing can aid in measuring student success, but they are not always an accurate representation of a student’s knowledge or a teacher’s capabilities. The key phrase in their claim is “when done properly”, which is not something that is easily said or done. It is nearly impossible to ensure that the system is not being corrupt, or to prove that everyone is testing the same way, “standardized” or not. Some students are simply not good test takers. They could be the next Einstein, but when it comes to their ACT scores students may seem as though they lack basic knowledge. Other students may be master test takers but have no comprehension of what they are answering. Sure, they know the nucleus is the center of the atom, but do they know what that means? These tests are much less accurate than their supporters may
Many philosophers and Enlightenment thinkers believed that “everything is for the best in the best of all possible worlds.” The existence of evil, to these philosophs, was thought to be an indication that there could be an imperfect God. If evil exists in the world then God must either not have total power, or not be completely good. They believed that if God is thought to be perfect, then the world that has been created must be perfect as well. In the book Candide by Voltaire, Voltaire disagrees with the idea of a perfect God. His opinion allows him to satirize the idea of a perfect world. During his time, Voltaire was extremely unpopular with not only the government, but also the church authorities. Voltaire believed that evil prematurely exists in humans leading him to mockingly touch on the ideas of religion, the power of reason, the tyranny of the church and the equality of all beings.
In the United States of America, Standardized testing has become a way of life for students and children, especially in public schools. Many argue that standardized testing does not measure the students as a whole, takes up valuable classroom time, and creates drastic mental health problems in students and teachers. In recent years, a controversy surrounding the idea of standardized testing has been brought forth as something that needs to be changed or adapted to the growing needs of today’s students and this can be examined when exploring the negative effects, the testing has had on society’s future.
The problem of evil is a question that many philosophers have attempted to explain in their perspective. This particular problem made many theorists question the existence of evil in the world when God is claimed to be omnibenevolent, omniscient, and omnipotent. Because this challenging inquiry was illuminated, it challenged the existence of God and His power to be good. In this paper, I will support Voltaire’s argument in Candide against Leibniz’s theory of optimism in the Essays on the Goodness of God, the Freedom of Man and the Origin of Evil.
Standardized testing is not an effective way to test the skills and abilities of today’s students. Standardized tests do not reveal what a student actually understands and learns, but instead only prove how well a student can do on a generic test. Schools have an obligation to prepare students for life, and with the power standardized tests have today, students are being cheated out of a proper, valuable education and forced to prepare and improve their test skills. Too much time, energy, and pressure to succeed are being devoted to standardized tests. Standardized testing, as it is being used presently, is a flawed way of testing the skills of today’s students.
In one part of his Columbia dissertation “Voltaire and Leibniz,” Richard A. Brooks has read Candide as an autobiographical account of Voltaire’s lifelong indecision and struggle to come to a solution to the problem of evil: “Candide was not merely an intellectual or philosophical exercise; it is a work, in a sense, autobiographical” (99). The problem of evil was one of the primary concerns of Enlightenment thinkers such as Voltaire. Scholars generally agree that Voltaire, throughout most of his works, was in conversation with pre-enlightenment German philosopher, Gottfried Wilhelm Leibniz. Some of them read Voltaire’s works as a denouncement of Leibniz as a charlatan. Others, when looking specifically at Candide, suggest that Voltaire is not refuting Leibniz’ philosophy, per se, but its popular misrepresentations. Others say that, whether Voltaire was aiming at criticizing Leibniz or the popularization of his thought, he failed in his enterprise. However, a close reading of the text of Candide itself, especially chapters three and six, provides specific evidence for reading this text as a direct and virulent attack on Leibniz’ Optimism, whose main argument is best summarized by the phrase “the best of all possible worlds” (Leibniz 229).
...aring in mind the information said, it is now safe to say that the standardized testing process is to a large extent unnecessary on estimating a child’s cerebral capability because their attention is too much on the child’s performance on that day as an alternative to their progress throughout the year and they don’t anticipate the child’s personality and other qualities besides their academic knowledge. On the other hand, standardized tests can be to a small extent necessary because it helps teachers lend a helping hand to students so they can ameliorate their knowledge. Considering all that’s been said, standardized testing after all is not the solution. We must teach kids how to think outside the box, not how to fill in test circles. It is now time to create a new testing method that is proven equitable and most importantly, beneficial to a child’s education.