Writer Amanda Mote argues in her essay “Taking the ACT” that the ACT is not fulfilling its purpose as a knowledge standards test. She claims that the ACT is a taxing test that does not test students sufficiently over the knowledge they have built over their high school career. However, this evaluation of the ACT is inaccurate because it does not correctly assess the true purpose and approach of the ACT test. The ACT was created to assess a student’s “college readiness”. This test is not meant to determine the knowledgeability of a student. It is meant to test their ability to comprehend and solve a problem efficiently. The ACT is a taxing test for students, but it’s still manageable; several students even decide to retake the test multiple …show more content…
times despite its difficulty. The writer’s main claim is that the ACT is an inaccurate measure of a student’s cumulative knowledge. This claim is a true statement, but its not because the test is flawed. The test was not created to assess the cumulative knowledge of a student. It is designed to test how efficiently and effectively a student can recognize context clues and solve problems. In both the Science and Reading portions of the test, the student is given all the necessary information to them. Students can score high on these sections without having any prior knowledge on the subject. The objective in these sections is to find the right answer as quickly as possible. In the English and Math sections, the student may need to have some prior knowledge about grammar and formulas, but most questions can be answered correctly without. For the students that take the writing section of the ACT, they are also given all the necessary tools to solve a problem. For ACT writing, the student is given a topic with many different stances. The test provides the test taker with three different perspectives they can elaborate on. With perspectives already provided to the students, it’s not necessary for students to have any background knowledge on the topic. In addition, a student’s score on the writing test cannot be lowered based on inaccurate quotes, statistics or facts. With that said, it is safe to assume that the goal of the ACT is not to test knowledge, but to assess how effectively a student can solve a problem with the provided resources. Another claim the writer makes is that the ACT should not be timed because it causes a great stress to students (2). However, for the test to work property, it needs to have these strict time restrictions. The ACT is made to test problem solving efficiency. Most sections give the student just enough time to find the problem, search for a solution, and answer. By putting students under a time restriction, it helps colleges and high schools analyze how quickly a student can learn about a problem and find a solution. Without a time restraint, students would be able to find a majority of the answers to a section easily. This would defeat the purpose of testing their ability to comprehend a new problem quickly. The time restraint may cause a great deal of stress to students, but it has a specific purpose. The ACT has a very rigid format.
Within the allotted time, the ACT only offers a few tests over 4-5 core subjects: English, Mathematics, Science, Reading and occasionally Writing. Amanda Mote claims in her essay that for the ACT to be a satisfactory standardized test, it needs to cover more than just a few subject areas (3). However, it is difficult to create a test that covers more than the basics. It is impossible for the creators of the ACT to administer a fair test to every individual based on their own personal learning experience. Over four years, high school students are exposed to dozens of classes they can choose to take. Most of these cannot be used within the test format to assess problem solving. With classes such as foreign language, speech and health, it would be difficult to avoid asking discipline specific questions. It would also be difficult to compare the test scores of various students for tests that cover different subjects. One student could score very high in Farm Mechanics and another could perform well in Government. However, these scores cannot be compared to each other because they are two different subjects. Each test score would be relative to the individual student; it would not aide high schools or colleges in determining the standings of a
student. Finally, the writer claims that having the ACT early in the morning causes a disadvantage for students. However, all students are required to take the ACT under the same conditions. Since the ACT is used to compare students’ progress to each other, it does not promote any inequality toward the test takers. By having the test at 8:00 am, the proctors of the ACT are able to avoid any interference the test may make with afternoon commitments, meals or appointments. Each student is treated equally, and each student is required to take the test under the same conditions as their peers. Amanda Mote was correct when she stated that the ACT is a difficult test for students to take. However, it was created to benefit students and help them determine how ready they are for college. It was made to test how efficiently students can solve problems under time restraints and pressure. It may only cover a few subjects, but it still shows a student’s ability to think and solve problems quickly. The ACT is not flawed in it’s design. It fulfills the purpose of assessing students’ thinking abilities. And it helps teach high school students how to solve problems under pressure: a much needed skill for when they decide to attend college.
As the Great Depression and the World War came to a dramatic close during the mid 1940s, the American society prepared for a redefinition of its core ideologies and values. During this time, the idea of a quintessential “American family” was once again reinforced after two decades of social strife. Under such historical context, the 1941 novel Mildred Pierce by James M. Cain and its 1945 film adaptation by Michael Curtiz both carries a strong idea that when one, especially a female, tries to disobey their traditional family roles and social etiquettes, undesirable consequences would inevitably follow. However, the film adaptation, utilizing a slightly different narrative configuration and plot organization, further intensifies and emphasizes
Almost state has gained federal funding from accumulating the test data from all of their schools (Ravitch 107). Data collected from multiple choice questions determines the intelligence of every student and their teachers. The test data is tracked throughout their lifetime in relation to their test scores, graduation dates and other statistics companies such as Amazon and Microsoft use to evaluate different groups (by age, ethnicity, etc) as a whole (Ravitch 107). Ravitch claims there are many problems with this, mainly, tests do not measure character, spirit, heart, soul, and potential (112). Not everyone is the same, and just because one may be weak in math or writing doesn’t mean they’re not smart, resourceful individuals with much to share with the world. For schools to be even seen with a slight amount more than just their test scores, they have to be in great standings with their students’ average test results. The government’s intense focus on test results hurts schools’ ability to be a well-rounded school immensely. In contrast to federal’s pinpoint focus on what students learn, educated consumers desire their kids to have a full, balanced, and rich curriculum (Ravitch 108). Schools need to be more than housing for test-takers. The Education Board may claim students’ proficiency in their testing makes them better people, prepares them for college, and ultimately, the workforce. What they are
One of the strongest women scientist/astronomer was born in 1818 as Maria Mitchell whom led an unbelievable life and had an incredible discovery. Maria Mitchell was born when women were not given the opportunity to vote nor did women have the same equal rights as men did, but given her circumstances of her father being a principal, founding his own school and being a distant family member of Benjamin Franklin she was given the same rights as the men did. Given a few obstacles she led an extraordinary life and became the first woman in America to work as an astronomer professionally, which she than later received an award personally from King Frederick VII, for her work and discovery.
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
One problem with standardized testing is that it narrows curricula to what the tests assess. Since the tests focus on math and reading, educators often overlook other core areas. There are eight different types of learning that educators recognize in students. These include math/logic, linguistic, visual/spatial, interpersonal, intrapersonal, naturalistic, musical, and kinesthetic. Standardized tests used in schools only test math/logic and linguistic skills, so students who are strong...
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.
Mamie Phipps Clark Although Mamie Phipps Clark is not a common name in discussions of scientific and academic achievement, she remains a very influential psychologist over the course of history. Her work contributed to the disestablishment of school segregation and increased awareness in racial bias in children. She was well educated, despite all the barriers against her. And she was a loving mother, husband, and friend to those who knew her.
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...
Standardized testing requires student to answer same or similar questions with given answer choices that are often in multiple choice or true or false form. Dating back from 2200 B.C standardized testing is recorded being used in China ,where people applying for government jobs had to take an examination ,testing their knowledge on confucian philosophy and poetry.During the mid-1800s in Industrial Revolution ,soon after child labor laws were enacted taking children out of farms and factories and putting them into schools the use of standardized test was introduced to America in Boston. Standardized testing was being used to compare schools and teaching quality; Boston’s program was soon adopted nation wide. Types of standardized test including the most common achievement tests and aptitude test. Achievement test measure the progress a student has made academically in a time period. Whereas an aptitude test attempt to predict a student’s ability to succeed academically.Standardized test are used on a large scale because computers can score them quickly, consistently, and inexpensively rather than open ended essay questions which need to be evaluated essay by essay, though essay questions allow for deeper thinking.The purpose for standardized testing is to create a standard on which all students can learn equally,but in “The Real threat to American Schools” by Alfie Kohn, the author claims that idea of standards might not be true. The author makes an interesting point in that if the possibility that all students met the state standards and passed all the tests would those students be considered ‘perfectly educated’ of would the politicians and test takers believe instead that the test was too easy and the standards were too low. B...
One of the best-known and respected missionaries of the first half of the 20th century was Amy Carmichael. One who knew her well gives this testimony: "Miss Carmichael was a blessing to all who came into intimate and understanding contact with her radiant life. She was the most Christ-like character I ever met, and her life was the most fragrant, the most joyfully sacrificial that I have ever known." Her selfless work as a missionary reached thousands and inspired others to pursue a career in missionary work.
High school students begin in kindergarten preparing for tests; to make it to the next level you have to make a certain score. Pressure is forced upon many students when they begin sophomore year; they begin to ponder the thoughts of college and life after high school. Once they have planned out their school, major, and work life after college, the school counselor plans a meeting to discuss the ACT. Students begin to be worried and anxious about grades and tests; all of these stressed students do not realize they have been passing test after test to score a good enough grade to get into college, where they will begin to take test after test to graduate college and even after college, these students will still be tested within their workforce. The ACT is taken multiple times by individual students to get into college. They test and worry to get the score needed to get into college to test and worry more. College is not needed to maintain a good occupation, however many people recommend attending college. Students do not spend many years preparing for college; students spend many years preparing for tests, particularly the ACT which gets a student into college. The ACT is one of the most important tests a student sees during high school. After high school it might be the bar examination, which is then more important than the ACT, but first you must score well enough on the ACT, or you will never get the opportunity to take the bar
Students should not have to take a test just to enter in to college because students are more than a test score, they are people too. Why are students compared with a test score that – more often than not - does not reflect their academic ability? These tests are biased because people write the questions and, therefore, they can make the question wordy and choose which ones to omit (Pollard). These test do not measure a person’s intelligence; rather, their test taking ability. As proof, the ACT science portion of the test do not pertain to science knowledge at all; rather, it ...
Since elementary school, students have been sharpening their No. 2 pencils, preparing to fill in the bubbles on their standardized tests. To younger children, these tests aren’t a very big deal. But little do they know that the tests they take in elementary school are practice for the biggest test they will take in their lives. This test is the ACT, or the SAT. These tests are a huge deal. Students’ results on these tests could change their plans for the future, and that’s a lot of pressure. So are these tests really all that they are made out to be? Are they really that important enough to stress about so much? Many people have started to say that standardized tests are hurting American schools, and that they put too much pressure on students.
Analysis of “The Girl in Red” from Schindler's List and the “Franz Suchomel’s interview with Claude Lanzman” from Shoah” Introduction: The evolution of political and social establishment of humans have been followed by several holocausts. Some of the most vehement perpetrators of such holocausts were witnessed around the II World War. There were many instances of mass scale slaughter, genocide, annihilation, and exploitation (just to acquire political hegemony during the World War 2) which were surreptitiously disavowed and concealed from the contemporary world. The in-depth study of such holocausts assimilates several contradictions and inconsistencies which were revealed through post-war testimonies, documentaries, movies, and literature,
High-stakes testing is for the cookie cutter student not the unique individual student. High stakes testing was started in 1905 by French psychologist Alfred Binet. He began developing a standardized test of intelligence which was named Stanford-Binet Intelligence Test. During World War I, standardized testing was standard practice, it was how U.S. servicemen jobs were divided and assigned. Years passed and the first test to come into play was the SAT, it was founded in 1926 as the Scholastic Aptitude Test by the College Board. Years passed again in 1959 and to compete against the SATs, the ACT (American College Testing) were created. The test was made up of questions that geared students to a course of study by asking about their interests. In addition to math, reading and English skills, the ACT assesses students on their knowledge of scientific facts and principles. These tests have become just geared toward college as the decades went by. Decades past and new tests came were created, in 1980 the Texas Assessment of Basic Skills (TABS), 1984 the Texas Educational Assessment of Minimum Skills (TEAMS), 1991 the Texas Assessment of Academic Skills