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impact of standardized testing on academic performance
impact of standardized testing on academic performance
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A college has a student’s application in-hand deciding whether or not to admit an aspiring college student. He has a 2.0 GPA, but a 28 on his ACT. Since he does not meet the admission requirements on high school grade point average, he is not admitted. The same college has another application in hand. This time it is a high school student with a 3.5 GPA, and a 16 on his ACT. He is admitted to the University. Nothing projects cognitive ability more than ACT/SAT scores, yet the student is not admitted simply because he struggled his first two years of high school before turning his life around. Admitted was the student with the 3.5 GPA was 5th in a class of 33. Declined was the student who was 69th in a class of almost 300. Through the years, more emphasis has been placed on high school transcripts than standardized test scores, but they are not the best indicators of success. Standardized test scores are the single best indicator of higher learning success.
High school transcripts can be misleading, especially when one puts into account who makes the grades, and who facilitates the testing that is done. Transcripts are thought to be true, but they are not. Grade inflation is a prime example of why transcripts can be misleading. Grade inflation deals with lowering class rigor or grade “Cut offs” in order to make it easier for students to succeed in academic competition. It is a fact that administrators do lower grading standards in response to competition between students and getting into colleges. (Walsh 1) A student taking non-C.P. classes may have a misleading transcript. (Insert statistic of amount of students that have taken non-C.P. classes, and graduated in the first quarter of their class). Cheating in class is a classic ex...
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...t a 0% chance of knowing the students who they are grading. How are the tests facilitated? The ACT tests are facilitated in a place where there are strict rules enforced. Every testing zone has the exact same policies and procedures. Only legal calculators are permitted for use on the testing, and you will be dismissed if you use anything other than what you are permitted to use on the test. Even getting caught looking at the person next to you will result in dismissal from the test, which will not be scored. Every noise and distraction is taken care of immediately with no questions asked. The facilitators keep a great eye out on the students. Cell phones are even banned, including during the break from the test that students get to acquire a drink and/or use the restroom. Standardized testing is always in an unbiased environment with no distractions, and no flaws.
A young girl is excited about graduating high school and attending her first year at college. She tries hard at school and receives above-average grades. She is an active student involved in student council, band, the drama team, and peer tutoring, but her ACT scores are extremely low, disqualifying her from many universities. The young girl represents many students who are not successful at taking standardized tests because they have not developed the advanced skills required to take a test like the ACT or SAT. An academically motivated and responsible student should not be prevented from attending college because a "standard" test is not his or her standard. The current methods of testing for the ACT or SAT should be abolished and replaced with modified and less "standard" questions to better measure a student's learning potential. In addition to different testing techniques, a student's learning potential should be a measure of a culmination of activities and methods; testing should be less important than other methods in determining a student's learning potential, if not the least important. Standardized testing must evolve to encompass a more diverse student population, and it should not be the primary factor in measuring learning potential.
Even with material being taught incessantly, standardized tests can not accurately measure a student’s ability. The tests are “single-target—meaning that every student, no matter what level of achievement or ability, course selection, or cu...
Education” by Russell Baker, the author argued that many student futures are based off of a test score - whether that test is a state-regulated test or a test required for admission to college. Society measures what we learn by tests and schools receive more funding for better scores. Baker explained that many students base their intelligence on these test scores, and many institutions focus on test scores more than anything else. However, every student learns that their education and their future is based off of the score that they receive on tests. Baker said that this is “[a period that a child] learns that success come from telling testers what they want to hear” (225). Teachers don’t teach the content but teach students how to make educational guesses. I considered myself to be “dumb” because I did not get a satisfactory score on the ACT. Therefore, I didn’t think I would be a good candidate for college because I would not receive personal funding in the form of scholarships and I didn’t know whether or not I would be accepted into college. This score convinced me that I would not be able to complete college work and that I would only have a future working minimum wage jobs. However, I realized that I was smarter than my test score told me that I was. In the end, the author and I both agreed that students should not be subjugated by the scores provided by an invisible
Even though we don’t face such an issue since the test-makers are trying to be as culturally neutral as possible when they are making the tests, like being careful with their wording etc., but they are other problems that are still present. Some of the common standard test are the Scholastic Aptitude Test (SAT), the Iowa Test of Basic Skills (ITBS) and the Canadian Achievement Test (CAT). To its supporters, standardized testing is the pre-eminent way. In addition it is also an inexpensive way to assess the capabilities of the students, how well the teachers teach, and to decide where a school does stands in terms of its achievement. Furthermore they are deemed as the fairest form of assessment and can...
Throughout the United States standardized testing is a popular way that educators measure a student’s academic ability. Although it may seem like a good idea to give a bunch of students the same test and see how each one does, it is not that simple. The results do not represent how smart a student is or a student's potential to do great things in the real world. In taking a standardized test one student may have a greater advantage over another for many reasons. Reasons that are not shown in the standardized test score.
These standardized tests are used by schools because they find that it is an easy way to test a student’s ability. However, the issue in doing this is for example, the ACT is all multiple choice. Exams such as these do not give the option to include worded feedback to show that you at least know something about the subject. Multiple choice exams have this problem, they can’t test the information that a person fully knows, it only tests whether they chose the right answer or possibly just guessed it. With only a slew of multiple choice questions it can be easy to get a “good” score or a “bad” score. That’s why these tests are flawed, the results they show don’t prove anything or really show anything for that matter.
In the contemporary American education system high-stakes standardized testing has resulted in a focus on extensive test preparation, as well as a large increase in the numbers of teachers cheating by alternating their students' test scores. Both these phenomena are a direct consequence of the incentives and punishments directly linked to standardized test results.
Colleges put a lot of focus and emphasis on standardized test scores. Colleges think standardized tests test the true knowledge of a person. The makers of the ACT say the ACT is not an aptitude or an IQ test. It is said that standardized test questions are directly related to what students have learned in their high school
When students arrive at university, professors expect them to understand the material to an exceptional standard. The problem is that grade inflation is occurring more regularly in secondary schools and universities across the country and when these students’ marks are sent to universities or colleges, the student may be given multiple scholarships for something that he/she should not have earned. Grade inflation is conceived between both students and teachers, meaning that the students are given higher grades when they have inadequate learning, reading, and verbal skills, while the teachers do not have to grade as many papers as they should in the real curriculum. There have been multiple examinations that have confirmed that grade inflation is very real and still occurs today. Students seem to think that they do not need to put forth much effort in school to do well and grade inflation encourages this thought.
Standardized testing scores proficiencies in most generally accepted curricular areas. The margin of error is too great to call this method effective. “High test scores are generally related to things other than the actual quality of education students are receiving” (Kohn 7). “Only recently have test scores been published in the news-paper and used as the primary criteria for judging children, teachers, and schools.”(2) Standardized testing is a great travesty imposed upon the American Public School system.
It is difficult for certain population groups to do well on them and they reward “in the box” type thinking. However, they are not without their purposes in the admissions process. It can be complicated to compare grades in classes and GPA’s of students in different high schools because each course’s difficultly level varies. As the editorial board of the Washington Post argued, “No college can possibly know what an A-minus or a B-plus means in each of the thousand high schools their applicants attend” (“Getting Rid of SAT and ACT Testing Is a Mistake”). Basically, it is impossible to compare a student from California that gets an A in Geometry to a student from Virginia that gets a B in Geometry. Curriculum is different, teachers grade differently, and high schools have ways of inflating grades for their own benefit. This is where the importance of standardization comes in with standardized tests. Test like the SAT and the ACT, while not perfect, give admissions offices a baseline evaluator to compare students on. Without standardized test, students cannot be analyzed on equal footing. The danger in standardized tests is realized when schools assign too much value to a single score. It is vital that tests scores are used as what they are: a measure of student intelligence, but also just a number. Standardized tests are necessary in the college admissions process but cannot be the sole reason for acceptance or denial. Even the College Board, administer of the SAT, argues that test scores are best used when viewed in union with grades and extracurricular activities (Juric). If admissions offices are informed about the restrictions and imperfections associated with the SAT and ACT, especially the biases that appear against students from low income families, then test scores can be used
The State of Texas Assessments of Academic Readiness, or S.T.A.A.R. is a test required by the state that students have to take in grades 3 through 8 and are required to take 5 in high school. This test is unfair to the school districts, teachers, and students.
Based on the Programme for International Student Assessment’s 2012 results (PISA), the United States has ranked 30th in comparison to other Organisation for Economic Co-operation and Development (OECD) participating countries. The United States, a country that has once held the ideal for educational standards, has now ranked just slightly above other countries that are just being developed. By using high-stakes test statistics to drive America’s educational standards, classrooms are beginning to lose their meaning of helping students to learn and grow as individuals. Because of classrooms just teaching the test are beginning to lose the meaning of helping students to learn and grow as individuals, results of high stakes testing which can be affected by the minutest details, are not a reasonable way to judge overall student competency; a better alternative would be by performance based assessments. “Test developers are obliged to create a series of one-size-fits-all assessments. But, as most of us know from attempting to wear one-size-fits-all garments, sometimes one size really can’t fit all.” (Popham, James W.). High stakes tests are not a reasonable way to judge overall student competency because educators can not expect to have accurate and precise results in just one sitting for 12 years of learning. Although tests pose an important role in education, they should not be given such high stakes of determining if a student should be rejected from a college “based solely on the fact that their score wasn’t high enough” (Stake, Robert.).
For the student, there is either a social or an economic incentive to be gained by cheating [MacGregor, 2012]. However, cheating, more specifically, cheating during exams or in graded assignments gives the students who cheat an unfair advantage over those who remain honest and study hard to excel in the same examination or assignment. Grades are reflection of knowledge and competence gained through learning. Therefore, acts of academic dishonesty undermine the validity of student learning. This, in turn, has effect on academic system in two ways – 1. It reflects poorly on the academic standard or quality of education being imparted by the institution from where the cheating student earned his/her grades and 2. It also interferes with faculty’s ability to correctly diagnose gaps in student learning for the purpose of both re-teaching current students and re-designing instruction for future students [Passow, 2006].
The failure of our education system is demonstrated by the fact that students are sacrificing their integrity for a handful of points on an assessment. Despite the efforts of honor codes, scholars have become numb to their purpose; they break such a promise of honesty to themselves, their teachers, and their peers without second thought. America’s children have lost the value of trust, compromising invaluable relationships with excuses regarding societal pressure and their excessive workloads. We cannot let such actions continue; if educators continue to tolerate cheating, our world may transition into one socially, economically, and politically operated by dishonest individuals. Society’s obsession with creating good academic performers has led to the subsequent creation of deceitful children and the possibility of a fraudulent