Standardized testing
Sarah Cassidy from Education Correspondent is the person responsible for the text “Our children tested to destruction” that was written Friday 8 February 2008.
1. The outcome of standardized testing is very harsh and big according to the writer Sarah Cassidy. Cassidy points out the struggle children has in school. From the beginning children has to take a set-up whose trademark is “high stakes” testing (s.1 ll.11-12). In primary school pupils have to take an enormous amount of testing that may cause them to develop stress. Cassidy talks about parents encouraging their children to take a school that have a high-test score, which may also damage their motivation and self-esteem (s.1 ll. 14-15). Cassidy includes statement
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The writer Sarah Cassidy´s aspect is lucid already in the start of the text when she goes all out talking about; how hard the education system is in England. She uses logos to prove a point, from the very beginning of the text.
“Primary school pupils have to deal with unprecedented levels of pressure as they face tests more frequently, at a younger age” (s.1 ll.5-6). Cassidy makes sure to introduce her main topic, with a case study. This way we as readers have an idea, and possibly an opinion from the jump..
In the body part of the text she uses a great amount of references to studies, and analogies. These are great when arguing on such a huge topic like this. It makes us as readers more gullible to what she’s saying, because she’s using knowledge, that has been proven
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31-12). This is one of many examples, Cassidy uses to prove to us, that this is not just a joke. But more so, a fact and it’s important, that everyone takes action.
When using the arguments, and analogies like the previous ones, it makes her trustworthy. As she includes these in her text, it makes an influence on her structure of speech. Other writers would usually, not have included as many case studies and/or references to studies, but Cassidy does this to showcase the main topic, which is relevant, for the people of Great Britain.
I could say that Cassidy does use pathos, in some parts of the text seeing as she does not fail to mention multiple times, that the failing school system and the ridiculous amount of testings are stressing out the kids. The reason I would argue for that part being pathos is, she touches
In the United States of America, Standardized testing has become a way of life for students and children, especially in public schools. Many argue that standardized testing does not measure the students as a whole, takes up valuable classroom time, and creates drastic mental health problems in students and teachers. In recent years, a controversy surrounding the idea of standardized testing has been brought forth as something that needs to be changed or adapted to the growing needs of today’s students and this can be examined when exploring the negative effects, the testing has had on society’s future.
I also felt that the way she was able to back up some of her claims with quotes from prominent philosophers shows how much she cares about this concept and the lengths that she will go to in order to truly find the formula for
Michele Obama once stated, “If my future were determined just by my performance on a standardized test, I wouldn 't be here. I guarantee you that.” The First Lady is, in other words, to say that standardized testing was a major factor into her life’s outcome and her scores could have potentially not put her in her position of power that she is highly recognized in today’s society. Although standardized tests do play a large role in any college application, standardized testing may not count as much toward one’s college admissions or success because standardized tests are not the only factor toward college applications, these tests only benefit a specific target group of people, and standardized tests are better used for giving insight on one’s
There have been reports, even from elementary schools, that young children vomit in their standardized test booklets from stress. If children this young are already becoming sick with school-related stress, we can only begin to imagine their state of being once the added pressure of middle school, high school and college enters their lives. It is critical for school boards to realize that the crippling anxiety that runs rampant through the crowded halls of American schools is a serious cause for concern. Part of this concern stems from the disadvantage at which high stakes testing often puts students with testing anxiety. An example of this can be found when Audrey, whose life Robbins chronicles in The Overachievers, feels that tests do not reflect her knowledge of a topic. Indeed, it is true that if a student is mentally distressed on an extreme level, he/she is not in a good position to show his/her knowledge. In discussing this phenomenon it is important to understand that while most students feel anxious about high stakes tests, it is the ones with clinical anxiety who suffer the most, who vomit in their textbooks and who are
She explains how standardized tests, such as the one her students took, were designed with numerous interference techniques, included questions which were above-grade material, and were administered with inadequate time to answer the questions being presented. Stahlman goes on to express her frustration with a standardized test which was administered to her students by saying "I watched in horror as my precious students, who were gifted poets and writers, inquisitive scientists and mathematicians, lovers of books, remarkable artists, and caring learners, were forced to silently attempt to master a test that was designed to trip them up." (Stahlman 242) The author also states how these standardized tests seem to be high-stakes in nature due to schools being labeled and ranked according to their scores and teachers being rewarded due to their students achievement in these tests. This article serves as one of my stronger arguments for my case compared to my other sources, due to its exemplification of how the proliferation of such tests is alarming and how the standardized testing of students at such a young age is not appropriate due to their cognitive development. The article is also useful in the sense that is provides a valid and sound argument for the opposition of standardized testing. I will be implementing this source into my argumentative essay by providing examples from Stahlman's text on how bizarre standardized testing might seem when it comes to the assessment of students, especially at such a young age. It will also serve as a good source for proving how much of a bearing standardized tests hold on the assessment of not only students but teachers as
Standardized tests have been used to see how much a child has learned over a certain period of time. These tests have been a highly debated issue with many parents and just people in general. In the article “Opting out of standardized tests? Wrong answer,” the author Michelle Rhee argues that people should not be trying to opt out of standardized tests because it allows the country to see how much a child has learned and the things they need to improve. On the other hand, in the article “Everything You’ve Heard About Failing Schools Is Wrong,” the author Kristina Rizga argues that standardized tests are not an efficient way to measure a student’s intelligence.
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
Standardized tests compare students in different states, districts, and schools. The comparisons lead to “unhealthy competition among the schools” (Pros and Cons 2). In the article, “Pros and Cons of Standardized Testing,” it is stated that “Federal funds are given only to those that perform well” (2). This makes the pressures in schools very high and makes the schools evaluate the performance of the teachers and students constantly. “Low scores can prevent a student from progressing to the next grade level or lead to teacher firings and school closures, while high scores ensure continued federal and local funding and are used to reward teachers and administrators with bonus payments” (Use of Standardized Tests 5). Standardized tests give parents a good idea of how well their students are doing and learning. It also leads to exaggerated reports of success. In Jonathan Pollard’s article he says “Consider this passage taken directly from Kohn’s book:” Then it states how when a test is first administered and scores are low, headlines are bad. Then in a few years the scores go up and the headlines are good. Finally, the scores level off or they substitute a new test and the scores drop. Causing the headlines to be bad again. Kohn then states that “This is not due to a change in the competency of teachers, or level of instruction. This is simply the process of students and teachers acclimating to the tests” (Pollard 4).
High stakes testing has taken over every school curriculum from kindergarten through twelfth grade; teachers are often expected to “teach to the test.” Students are suffering due to a strict curriculum that is based solely on passing “the test.” Many wonder if high stakes testing is really worth the many sacrifices students and teachers must make. The high stakes testing curriculum deprives many students of valuable learning opportunities and much needed academic training.
The world is no longer concerned with educating whole human beings, but instead, it is focused on collecting “data.” “Standardized testing robs students and teachers of using their creativity and critical thinking. It holds everyone accountable for meeting this one standard when that is nearly impossible to do. It turns us into robots, dehumanizing both teachers and students.” (Gettysburg College, 1) Standardized test are given to schools by the government. The problem with that is that the government is not in the classroom with students every day. They do not know what the students need. Standardized testing takes away time from student learning experiences where they are not able to think critically or be creative. Standardized tests take place in an artificial learning environment. They are timed, students are not allowed to ask questions, use references, talk to another student, and they cannot even get up and move around. All of these things do not mirror the reality of the real world at all. These tests are reducing the richness of human experience and human learning to a number/ set of numbers. A student may have a deep knowledge of a particular subject, but receive no acknowledgement for it because their test score may have been low. Maybe if students could draw a picture, lead a group discussion, or make a hands-on project, they could show all the knowledge that they really have. They cannot do any of these things in a standardized test. As stated before, testing also creates “winners” and losers.” The “winners” get to move on with their life, but the “losers” often suffer from loss of self-esteem and the damage of “low expectations.” Standardized tests do not value diversity either. There are a wide range of differences in the people who take standardized tests. People have different cultural backgrounds, different levels of proficiency in the English language, different learning and thinking styles, different
"Study Finds Standardized Tests Hurting Students." Chicago Tribune. 16 Oct. 1992. Web. 23 Apr. 2014.
tests were primarily employed as measures of student achievement that could be reported to parents, and as a means of noting state and district trends (Moon 2) . Teachers paid little attention to these tests, which in turn had little impact on curriculum. However, in the continuing quest for better schools and high achieving students, testing has become a central focus of policy and practice. Standardized tests are tests that attempt to present unbiased material under the same, predetermined conditions and with consistent scoring and interpretation so that students have equal opportunities to give correct answers and receive an accurate assessment. The idea is that these similarities allow the highest degree of certainty in comparing result...
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
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...
Standardized testing is not an effective way to test the skills and abilities of today’s students. Standardized tests do not reveal what a student actually understands and learns, but instead only prove how well a student can do on a generic test. Schools have an obligation to prepare students for life, and with the power standardized tests have today, students are being cheated out of a proper, valuable education and forced to prepare and improve their test skills. Too much time, energy, and pressure to succeed are being devoted to standardized tests. Standardized testing, as it is being used presently, is a flawed way of testing the skills of today’s students.