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Effectiveness of standardized testing
The importance of standardized tests
Standardized testing impact on schools
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State tests have existed as a main subject is high school for many years now. It
almost all schools today students must pass these tests to graduate from high school. These tests
are a very controversial topic, many pros and cons go along with the subject of state test. Some
people believe that these tests help with students' education, and they should have to pass these
tests to graduate from high school; others disagree and think these tests just cause more stress for
students. Students spend their time in high school learning more about taking state tests when
they could use more of their time learning skills that would aid them in their future life.
However, a few positive aspects of these tests do exist. There are some people that view
state tests as a way to compare students on how well they are learning or studying for these tests.
It is said that students tests scores from all over can be compared to see how they are all doing
and who may be doing better. Once these scores have been compared, all of the different school’s
scores can be averaged and these averages can be put together to see which schools are having
the most success. The schools with the highest success rate of scores on these tests can then be
rewarded for their work (Standardized Tests 1).
Another advantage of state tests has to do with the teachers of the state tests subjects.
The teachers who teach these classes often refer to this as “teaching to the test.” This basically
means that these teachers have more of a guide to what they must teach these students. They
always know what these students will need to know for these tests. These teachers have to prepare to supply all the material to the students that they will ne...
... middle of paper ...
...uation requirements should not require students to pass state tests.
Works Cited
Meador, Derrick. "Standardized Testing." About.com Teaching. N.p., n.d. Web. 26 Feb. 2014.
Panden, Kundan. “Pros and Cons of Standardized Testing.” Buzzle.com.Buzzle.com, 26
Sept. 2011. Web. 21 Jan. 2014.
"Standardized Tests - ProCon.org." ProConorg Headlines. N.p., 05 Feb. 2014. Web.26 Feb. 2014
Paul, Annie Murphy. “Relax, It’s Only A Test.” Time 181.5 (2013): 42. Middle Search Plus. Web. 20 Feb. 2014
Margie, . N.p.. Web. 28 Feb 2014. .
Whitney, Sue. "Getting Help for Children Who Have Reading Problems by Sue Whitney, Research Editor Wrightslaw." Getting Help for Children Who Have Reading Problems by Suzanne Whitney. Wrightslaw, n.d. Web. 25 Mar. 2014.
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
...achieving high scores on standardized tests” (Solley).Because of this, teachers take more time to teach test preparation skills than valuable information (Neill, 165). Although standardized tests have been trusted for years to assess the progress of students, there is little evidence that they measure progress accurately.
Standardized testing in Texas public schools has parents and teachers furious. It is an argument of Texas Legislature versus those who oppose. Student will take about 17 of these tests before entering high school (Smith A17A). Texas schools are currently conflicted with taking the STAAR tests as it brings upon many arguments. The disadvantages seem to rule out the few advantages test makers tried to pass. Rather than helping students see where they stand, it makes students feel as if they do not stand a chance.
In a rebuttal to those who say states should use common tests so that the public can compare how students perform across state boundaries, fewer than one in five public school parents said it was important to know how children in their communities performed on standardized tests compared with students in other districts, states or
To teach to the test or trust the child; is the question in today’s education. Over the past twenty years state curriculum standards have changed. Teachers need to make the choice on how to teach the children in their classroom. In today’s society where testing runs the educational world, a teacher must decide how to prepare students for standardized testing.
Every state in the United States has different standards and expectations for public education. For example, some states require an exit exam in high school whereas others do not. One reasoning for this is because of test scores. Explained in an article titled “High School Exit Exams: Issues to Consider,” is that some states have a high number of students that are failing the exams, and so they either lower the standards or remove the test in order to raise the graduation rate at the end of the year (GreatSchools staff, n.d., p. 2). Setting lower standards is causing major problems for the United States as a whole because it reflects poorly on the nation’s report card. In the case of Nevada and Wisconsin, both states differ f...
Smith, M. (2010). Why NOT a National Test for Everyone. Kappan, 1. Retrieved March 16, 2014, from www.pdkintl.org
Providing states with more flexibility in determining how standardized tests are weighed. States are now allowed to include other forms of measurement of student and school performance.
As stated earlier, many states require a student to pass a certain test in order to receive a diploma. This results in many capable students, who have finished all of their requirements, being denied their diplomas. If the Valedictorian does not pass the exit exam, are you going to bar him or her from graduating? It is a fact that some people are better at taking tests than other people. Intelligent students who challenge themselves throughout their high school careers and have high grade point averages can do poorly on a test, while a student who has only taken basic level classes can score significantly higher. Is that a fair representation of what ...
Morse, Jodie. "Is That Your Final Answer?.” Educational Tests and their Measurements. June 2000. Web. 30 June 2015.
State Exams are an unfair way of determining whether a student should or should not receive his or her diploma. Most students work very hard throughout high school to receive good grades. That should be enough to determine whether a student should pass high school. There are many intelligent students which do not have good test taking skills. State exams keep many good students from graduating and teachers have to narrow their lesson plans for these types of State exams. Sometimes they have to teach less because they have to make sure students are ready for the exams. So they end up going back over material instead of moving on. These are all good reasons why state exams should not be required in graduating from high school.
The same can be anticipated with the continuance of high-stakes testing. Positively speaking, high-stakes testing can give understanding to teachers and administrators about the reading performance of specific subgroups of students based on gender, ethnic group, or geographic region. Afferbach argues that this can be considered a positive aspect because of how the information can be used in educational decision making such as funding. High-stakes testing also serve well in measuring growth and progress, as they are administered at the end of every year. This allows for data on individual students, schools’ and districts’ growth from year to year in the tested areas. Another positive consequence of high-stakes tests is the common vocabulary they create. When students move into new schools or new districts, their tests scores travel with them, allowing for the new teachers and administrators to have a background for the student. This creates a smoother transition both for teacher and
Exit Exams are an unfair way of determining whether a student should or should not receive his or her diploma. Most students work very hard throughout high school to receive good grades. This should be enough to determine whether a student should pass high school. There are many intelligent students which do not have good test taking skills, exit exams keep many good students from graduating and teachers have to narrow their lesson plans for these types of exit exams. These are all good reasons why exit exams should not be required in graduating from high school.
Jilgalleca. "Are Test Scores a Good Indication of a School's Competency? | Jilgalleca." Jilgalleca. Wordpress.com, 22 Sept. 2011. Web. 18 Jan. 2014.
When students began taking standardized state assessments along with national assessments such as the ACT, the SAT, and the National Assessment of Educational Progress, it quickly became apparent that individual states had very different ideas about what constituted key knowledge and key skills. In some states, eighty percent or more of the students would score high enough on their state assessment to be considered college and career ready. However, when these same students took a national assessment like ACT, less than twenty percent of the students would achieve the necessary score to enter college or an industry training program.