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The importance of academic performance
How standardized testing damages education
The importance of academic performance
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One of the biggest, if not the biggest, challenge you face going through school is the standardized tests you must take at the end of the year, every year, starting in third grade. You must past these tests in order to move on to the next grade, or you keep taking them until you pass. A big question many people ask is how are these tests beneficial to real life education? The student, the teachers, the principal and the school districts are all judged based on the average scores on these tests. So, if you put that into perspective, our schools are being judged based on test results when the tests themselves are not ideal education. They are not a part of the ideal education that the kids actually remember and help them succeed in their everyday life. These standardized tests scores are not a good indication of a school’s competency because it does not prove knowledge or understanding. They take light away from real life educational understanding and put the emphasis on passing a silly test.
In school all kids are really forced to worry about is learning the knowledge used to pass the state tests. After the test taking is over the knowledge is forgotten and hardly ever used again. Things such as being prepared for college, jobs or even knowing how to do simple everyday life things are being over looked. Most American teenagers do not know the basics of everyday life. “The United States tests horribly as compared with the rest of the developed world, leading to American children being ill prepared for college and careers in a global economy after high school graduation.” (Emma Connell, Dead Standardized Scores Society) America is one of the top countries in the world, yet our education system is testing behind the rest because ou...
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--Letters to the editor
Citation- "LETTERS TO THE EDITOR." Austin American-Statesman [TX] 19 Feb. 2012: E06. Student Resources in Context. Web. 25 Mar. 2014.
--Myths about test score comparisons
Citation- Rotberg, Iris C. "Myths about test score comparisons." Science 270.5241 (1995): 1446+. Student Resources in Context. Web. 25 Mar. 2014.
Assessment 1990
Citation- Huskey, Linda. "Assessment (1990s)." American Decades: 1990-1999. Ed. Tandy McConnell. Detroit: Gale Group, 2001. Student Resources in Context. Web. 25 Mar. 2014.
--"Dead Standardized Scores Society." UWIRE Text 12 Feb. 2013: 1. Infotrac Newsstand. Web. 26 Mar. 2014.
Source Citation (MLA 7th Edition)
Cordell, Rosanne. "Ready, set, test: a dozen titles for test takers." Library Journal 1 Mar. 2014: 102+. General OneFile. Web. 26 Mar. 2014.
TheHuffingtonPost.com, 28 Dec. 2009. Web. The Web. The Web. 06 Mar. 2014. The 'Standard' of the 'Standard'.
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
Miltich, Matthew. "Standardized Testing and Assessment Do Not Improve Education." Education: Opposing Viewpoints. New York: Greenhaven, 2005. 151-54. Print.
Newswire 3 Feb. 2014. Student Resources in Context. Web. 6 Feb. 2014.
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.
Web. The Web. The Web. 26 Mar. 2014. The 'Standard' of the 'Standard'. http://www.huffpost.com/us/entry/4210225/>.
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).
Through the use of credible sources, an explanation, and connection to thesis Rizga is able to back up her argument. Rizga provides many credible sources; one of the many is Robert Glaser, “the godfather of standardized testing.” Rhee, however, although providing evidence, does not cite her source. Rizga writes about how Roberts Glaser warned people of the dangers of emphasizing on standardized testing. Rhee, on the other hand, states “Out of 34 developed nations, American kids rank 26th in the world in math, 21st in science and 17th in reading.” Rizga then explains her evidence by elaborating on Glaser’s warning by saying: “He called them ‘fallible and partial indicators of academic achievement’ and warned that standardized tests would find it ‘extremely difficult to assess’ the key skills people should gain from a good education.” Rhee, however, never explains her evidence. Rizga’s evidence clearly connects with her thesis because it supports her argument of how standardized tests are not an efficient way to measure a student’s intelligence. Rhee’s evidence supports the idea of how standardized test should be used to see how the United States ranks in the world, but this is not Rhee’s thesis. Through the use of credible sources, an explanation, and connection to the thesis, Rizga is able to clearly support her
Ruthven, R. (2007, November 7). Is Standardized Testing Hurting Education? Associated Content. Retrieved March 16, 2014, from www.associatedcontent.com/article/438846/is_standardized_testing_hurting_education.html
Popham, W. James. "Why standardized tests don't measure educational quality." Educational Leadership 56 (1999): 8-16.
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.
Sacks, Peter. "The Toll Standardized Tests Take." National Education Association. 2000. Web. 2 July 2015.
Understanding the difference between assessment and testing. (2008, January 2). The Faculty Center. Retrieved May 4, 2014, from http://facultycenter.stonybrook.edu/articles/understanding-difference-between-assessment-and-testing
When speaking about having test scores as an indication of a school’s competency, everything will be based on the school. The school will have to have something to base it on themselves in order to have the results. This is where it becomes unacceptable. The fact that the whole process puts the school in a jam will make the school fall to the employees for the work. This process leads to teacher evaluations. No one likes to be put under pressure in the classroom. To be put under pressure causes more stress than needed on the teachers behalf. How is a teacher supposed to make students perform proficiently on tests? There are many different cases that can cause a good student to have bad test results. Students may have a lack of determination. Determination is a big factor in attaining success and lack of determination can cause one to fail. Determination is something that cannot be taught nor forced on a student by their teacher. It is something they want to have in order to do good in scho...
The Web. 21 Apr. 2014. The 'Standard' of the 'Standard'. Hamilton, Jill, ed., pp. 113-117.