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Standardized tests do more harm than good
Standardized tests do more harm than good
Debate surrounding standardized testing
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Recommended: Standardized tests do more harm than good
Quote to get an audience pumped up in five syllables as suggested by John Oliver:
“Here comes the monkey!” Another quote to confuse the same audience in seven syllables as written by a geeky smart alek who knows the context of the quote: “The monkey is a lie.”
Why is the monkey a lie, you may ask. Because my dear reader, he seeks to pump you up for the one thing almost every student can agree is a terrible idea: standardized tests.
Now everything has been done to these tests in attempt to make them more tolerable; they’ve been taken, skipped, enforced, cheated on, changed, taught, even puked on enough that there is now a procedure in almost every test administrator’s instruction manual on what to do if a student were to puke on his or her
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This system directly links test scores to teacher pay, meaning that if a student scores higher than he or she did last year, this year’s teacher would receive a better rating, and thus better pay. But if a student scores lower than he or she did last year, or doesn’t improve enough, that student would lower the teacher’s rating; even if that student got every question correct, he or she could still count against the teacher if his or her predicted score is higher than the possible score (this actually happens more often than you would think).
This could force great teachers out of the field, and some less honest educators to more drastic measures. In 2009, eleven educators were convicted of changing students’ test answers in order to receive a better score, this was later called the Atlanta Scandal. Some schools cut down maybe even cancel recess to teach the test, or even teach the test all day instead of real life application.
And do you know the worst part? It’s not helping! When the Program for International Student Assessment (PISA) reported the scores for 2012, they were similar to the scores of 1999 where the US was rated 28th out of 40 countries
Since this test has been devised, the number one question everybody is asking is, “ isn’t it unfair to base a student’s entire future on one test, when he or she simply could have had a bad day when taking the test”? The president Kirk T. Schroder of the Virginia Board of Education, answer this question by saying, “First of all, these tests are untimed, so no student is under arbitrary time pressure in taking the test.
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
On each test instruction booklet handed to the teachers on test day, there is a section including what to do if a student throws up during a test. For this section to be included, it is obvious that testing has caused students in the past to stress themselves out to the point of being sick. Students are spend most of the year preparing to take one or two big tests in the end. The amount of pressure put on students to succeed on these tests is astronomical, making it impossible to focus on the actual goal of assessing their knowledge. A student in Florida spoke to her school board about the absurd expectations from these tests, “Every year I do good in school, but I get low test scores on the FCAP and it feels like a punch in the stomach. This is unfair and I don't want to lose my opportunity to take my advanced classes or get a better education because of this one test.” (Locker) Some students simply do not test well, others try their hardest and still cannot reach the impracticable standards set for them. The individuals who create these test do not understand the pressures of being a student, or the struggle to answer thirty-five questions in a compressed time period. One test cannot accurately measure the intelligence of a
Cheating can be a common routine in a classroom—from copying work on homework to copying answers on a test. “Cheating by teachers and administrators on standardized tests is rare, and not a reason to stop testing America's children” (Standardized Tests). This statement is proved false by the fact that thirty-seven states have been caught cheating by “encouraging teachers to view upcoming test forms before they are administered” (“FairTest Press Release: Standardized Exam Cheating in 37 States And D.C., New Report Shows Widespread Test Score Corruption”). If teachers can view a test before it is administered, they can teach to the test so that their students’ scores are higher. Teachers who have viewed the test can then “drill students on actual upcoming test items” (“FairTest Press Release: Standardized Exam Cheating in 37 States And D.C., New Report Shows Widespread Test Score Corruption”). This is morally wrong since teachers who do not have the access to an actual test or those who refuse to view it do not know what would be on the test and cover a broad domain of material, not just specifics.
Though standardized testing has played a part in America's education system it took several tries before it played such a large role in education like it does today. The No child left Behind Act of 2002 was the foot hold standardized testing needed in order to be implemented into schools at a national level with such force. During the 1990’s the U.S felt as though it was falling behind on the Programme for International Assessment. “After No Child Left Behind (NCLB) passed in 2002, the US slipped from 18th in the world in math on the Programme for International Student Assessment (PISA) to 31st place in 2009, with a similar drop in science and no change in reading”(walker 1).
Summary of the Case: In 2008 public schools in the Atlanta area boasted high gains over previous year’s test scores. These gains, that were significant enough to stand out, were investigated in 2009 by the state of Georgia and found to be the result of cheating in at least 40 schools. During the investigations, it was found that Superintendent Hall and others had created a difficult working environment through either fear and retaliation or pay raises, bonuses and promotions. It was found that cheating, including erasing incorrect answers and instructing students to change answers, was permitted at all levels. These investigations led to the indictment of 35 Atlanta Public School (APS) employees, in March of
Annu using test results from each country on how they score, turns out the United States isn’t even close on the ranking in the list. She uses sources from test scores, to college financial problems, examples on how the system teaches their students. It’s quite convincing because as a student who use to attend high school here in the U.S., I can stand by what she says as in she’s right. We are terribly taught and need to be looked as equally regardless who we are, or where we come from
A nationwide investigation also reviled school across the nation were involved in changing test scores. In order to stop this cruel and I think criminal intent on our children we must understand different learning habits. Also understand the environment of the child. The environment plays a strong role in how our children learn and are able to grasp what is being taught. Most importantly we must be patient. Every child does not learn one the same level. We are all different in so many ways. The teaching outline should reflect our unique characteristics. Let’s use the universalization test. What would the United States be like if every educator changed test scores? We would be a nation of inadequate uneducated individuals. We have an unwavering responsibility to our children.
Alfie Kohn, author of The Case against Standardized Testing, recalls a specific incident of how children are being cheated out of valuable class time. He states that a school in Massachusetts used a remarkable unit, for a middle-school class, where students chose an activity and extensively researched it, and reported or taught, it to the class. This program has had to be removed from the course curriculum in order to devote enough time to teaching prescribed material for their standardized tests.
There is added pressure to schools to get better scores which adds pressure to the educators and the students. The added pressure can cause health problems with the students or the educators. If health problem come from the stress of the tests it could negatively affect the student’s ability to learn (Pros and Cons, 2013). The test itself is a problem as well. The test is supposed to be unbiased based on the grade level but in most cases the test is not. As much as they try...
Well knowing how you make money in this new system might not be a good thing for you depending on the class you have. After a year your salary goes down because of the kids in your class that did poorly on test. Well then if a teacher is in this position they could quit. This is not good for us teacher because it could also cause other teachers to
Has your kid or if you are a student, gotten great grades on most test but then just bombed one test? It might not be because they don’t understand it, the student may not know it but they are just not a good test taker, they had a bad day, panicked in the test, the test was not the right level or something happened at home. The New York Times says “It is entirely possible for students to fail tests on such topics and still have, the mathematical abilities or historical knowledge we want.” If the child still has the abilities then why should you take that one test so seriously that their grade goes down? It could have been just because they were nervous at the time. According to education researcher Gregory J. Cizek, anecdotes abound "illustrating how testing... produces gripping anxiety in even the brightest students, and makes young children vomit or cry, or both." This happens so much in Sacramento Bee that teachers are trained to clean vomit off of a test.
Students get way to much anxiety over this test.Some students get to worked up over this test. Some students have to take medicine to calm them down before taking this test. I don’t feel like a student needs to take pills before beginning a test. Also some students aren’t ready or prepared to take the test that day and when students tend to feel like that they don’t pass the test.
Stecher, “The net effect of high-stakes testing on policy and practice is uncertain. Researchers have not documented the desirable consequences of testing—providing more instruction, working harder, and working more effectively—as clearly as the undesirable ones—such as negative reallocation, negative alignment of classroom time to emphasize topics covered by a test, excessive coaching, and cheating. More important, researchers have not generally measured the extent or magnitude of the shifts in practice that they identified as a result of high-stakes testing.” Which means that in completion no test is truly valid or reliable for there are too many mistakes to be had by either the test takers or the Test
For many years, school systems and parents all over America have been asking- does high school testing measure a student’s knowledge fairly, accurately, and do they benefit the student. The tests do not accurately measure a student’s true academic ability. Furthermore, testing does not always fairly measure a student’s knowledge. High-stakes testing only adds stress to a student’s life. Studies have proven that testing is not beneficial to a student’s educational growth. Testing in high school is affected by different factors; therefore results can be unreliable and not beneficial to the growth of students.