More handpicked essays just for you.
Effects of standardized tests on curriculum
Effects of standardized testing on students
Effects of standardized testing on students
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Effects of standardized tests on curriculum
Green, Raymond J., and Sandy Kimbrough. "Honors admissions criteria: how important are standardized tests?" Journal of the National Collegiate Honors Council, vol. 9, no. 2,
2008, p. 55+. Academic OneFile, http://link.galegroup.com/apps/doc/A191646985/AONE?u=lom_accessmich&sid=AON &xid=d1e8a4d0. Accessed 1 Feb. 2018.
In this document, authors Raymond J. Green and Sandy Kimbrough has a bunch of great information. Green and Kimbrough explains that standardized test scores such as the ACT, SAT, the Workkeys, and also GPA scores have been extremely low. High school students are struggling, especially trying to get accepted into colleges. Even college students are struggling in college. Honor students that retake the SAT or ACT in college because
In the eighteenth century, the process of choosing a husband and marrying was not always beneficial to the woman. A myriad of factors prevented women from marrying a man that she herself loved. Additionally, the man that women in the eighteenth century did end up with certainly had the potential to be abusive. The attitudes of Charlotte Lennox and Anna Williams toward women’s desire for male companionship, as well as the politics of sexuality are very different. Although both Charlotte Lennox and Anna Williams express a desire for men in their poetry, Charlotte Lennox views the implications of this desire differently than Anna Williams. While Anna Williams views escaping the confines of marriage as a desirable thing, Charlotte Lennox’s greatest lament, as expressed by her poem “A Song,” is merely to have the freedom to love who she pleases. Although Charlotte Lennox has a more romantic view of men and love than Anna Williams, neither woman denies that need for companionship.
O’Rourke also appeals to ethos by providing key evidence of how standardized test scores in America have not improved despite an increase in spending per pupil. He cites the NAEP in this statement: “SAT scores in 1970 averaged 537 in reading and 512 in math, and 38 years later the scores were 502 and 515,” (O’Rourke). O’Rourke presents this evidence to
“Students are taking between ten and twenty standardized tests, depending on the grade. A total average of one hundred thirteen different ones by graduation.”(Locker) A few years ago the United States, along with other nations, was given a test to assess the academic strengths and weaknesses of each nation and rank them accordingly. When the results were released and the United States was ranked near the bottom, it was decided to start incorporating more testing through school. Between benchmark, TLI, PARCC, and common core standards, teaching technique was forced to change. Standardized testing has had a negative effect on teachers and students, implementing inadequate grading standards and the common core curriculum, such testing has made
The United States of America has placed low on the educational ladder throughout the years. The cause of such a low ranking is due to such heavy emphasis on standardized testing and not individual student achievement. Although the United States uses standardized testing as a crutch, it is not an effective measure of a student’s ability, a teacher’s competency, or a school’s proficiency.
Since the release of the report by Program for International Student Assessment (PISA) in December of 2010 many in the government and community are searching for ways to reform the American education system to give American students the greatest opportunity to succeed. According to the report, American students are not testing as high as other nations in the world (Duncan, 2010). There are many contributing elements that have brought America to her knees in the education system, however, the obsession with standardized testing is found to be one of the most influential downfalls.
One of the main reasons that colleges have stopped looking at SAT scores is because there has recently been much speculation about the test being biased against certain groups, these groups being African Americans, Latinos, women, and those of a lower socioeconomic status. Also, some colleges are not placing an emphasis on the test anymore because the College Board has admitted that the SAT is designed so that only one half of those taking the test answer correctly. (Alfe, 2002)
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.
This can affect schools tremendously. Schools around the country will take their students scores to see where students have difficulty at most. Teachers do not know how to prepare their students for these assessments and students are just willing to give up due to the lack of preparation for these tests. If the United States is ranked as one of the smartest countries in the world, it is impossible to think that most students do not come to par with the expected scores from these tests. Schools aren’t benefitting from these tests anymore because students are just dropping out or not taking the test seriously.
America is quickly changing to be a nation of inflation. Grade point averages have risen from 2.93 during the ‘91-’92 school year to 3.07 nearly a decade later (Harding 21). This is mostly due to the change in grading scales from a traditional seven point grade scale, which a student could only earn an A if obtaining a 93 percent or higher and doesn’t award students with any “minus” grades, giving a student a B if he gets a 92 percent, and a 10 point scale which adds “minus” grades, so it is possible to have a 91 percent and only have an A- rather than a B. Some states, such as North Carolina, are now requiring all of the high school to grade on a 10 point scale (Lee 1). This is supposed to aid students not only in getting into college, but getting a job as well, because that is the ultimate goal in everyone’s life, right? One is supposed to get into college to get a degree so they can make money for the rest of their life. But the problem arises because the importance of getting a job has surpassed the importance of getting an honest education. John Harding even made the point that grading has changed from a measure and motivator for students to perform and learn to an external evaluation
Grounds: In 2002, the Bush Administration set forward a plan to improve school education. They were determined to fix the achievement gap between white students and students of color, while also aiming to support those who have been historically disadvantaged. So, they implemented the NCLB act. Today this law affects Elementary and Secondary Education by enforcing regulations that require all states to provide schools with a curriculum that will improve students understanding of math, reading, and science. To assess their knowledge and exposure to these subjects by teachers, the federal government requires that all students take an assessment test as a way to inform the government of their progress. According to David Hursh, in his article titled Exacerbating inequality: the failed promise of the NCLB Act, last updated September 2007, he stated that “The NCLB requires that 95% of students in grades 3 through 8 and once in high school be assessed through standardized tests aligned with challenging academic standards in math, reading, and science”. http://www.wou.edu/~girodm/foundations/Hursh.pdf By 2014, all students in all states are expected to be proficient in all subjects regardless of their mental, physical, and cultural impairments.
According to Gregory Mantsios in “Class in America: Myths and Realities” grades, test scores and level of schooling completed are connected with economic status. Even though test makers have made strides to make the tests more “fair” research shows that the gap between the rich and poor maybe staying the same or even getting worse. The higher the student's social class, the more likely they are to get good grades and have high test scores In a study by William Sewell he discovered that students with a higher economic background were twice as likely to get some type of training after high school and four times as likely to receive a college degree. However social status does not equal ability.The odds of getting into college have improved for
...o by with standardized test being used in schools and other places, U.S. is creating many different ways to raise the standards high for our future education. Although being amung of the most educated countries in the world, the U.S. education level has fallen in the last decade. Standardized test has failed in many ways to be beneficial to public educations. Furthermore, it has proven to create more problems to it. These test do not address what a student is fully capable of and does not represent how smart they are. Schools are getting shut down because of the lack of students
The United States has persistently been ranked at the bottom when it comes to education among developed countries. They have tried to come up with strategic ways to change their ranking, like standardized tests. This is an administered test over certain subjects like Math, English, History, and Science, and the form is the same for all test takers. They were not the first country to develop this method; in fact, this method was inspired from other countries that appeared to be doing better than them and still remain ranked at the bottom.
Too much time is being devoted to preparing students for standardized tests. Parents should worry about what schools are sacrificing in order to focus on raising test scores. Schools across the country are cutting back on, or even eliminating programs in the arts, recess for young children, field trips, electives for high school students, class meetings, discussions about current events, the use of literature in the elementary grades, and entire subject areas such as science (if the tests cover only language arts and math) (Kohn Standardized Testing and Its Victims 1).
Since the educational reform of No Child Left Behind, educators have struggled to meet the learning standards set by their state and federal government. High academic