An analysis of A Study of the Usefulness of the HESI Exit Exam in Predicting NCLEX-RN Failure by Darrell R. Spurlock Jr. and Linda A. Hunt reveals some surprising results. The purpose of this research was to identify answers to the following clearly stated questions: 1. Why was the actual NCLEX-RN pass rate lower than expected based on passed HESI exams? 2. What is the relationship between first HESI exit scores as opposed to final HESI exit scores and NCLEX-RN outcomes? 3. Do HESI scores significantly predict NCLEX-RN outcomes? 4. What are the cutoff HESI scores that provide the most accurate NCLEX-RN outcomes? And 5. Does the HESI exam actually reflect real probability of a student failing the NCLEX-RN? The researchers explicitly stated their hypothesis and identified their variables as the pass/fail of the HESI and the pass/fail of the NCLEX-RN. The relationship the researchers made between the two is that schools are using a progression policy where students must pass the standardized HESI exam with a minimum score of 850 in order to graduate and proceed to take the NLCEX-RN...
From the start of the American Civil War, 1860, until the end of the Reconstruction, 1877, the United States of America endured what can be considered a revolution. Prior to the year 1860, there was a lack of union because of central government power flourishing rather than state power. Therefore, there was a split of opposite sides, North and South, fighting for authority. One major issue that came into mind was of slavery. At first, there were enactments that were issued to limit or rather prevent conflict to erupt, such as the numerous compromises, Missouri Compromise and the Compromise of 1850. They did not fulfill the needs of the states, South states in particular; therefore, in the year 1860, the Civil War had commenced. There was the issue of inequality of Blacks in suffrage, politics, and the use of public facilities. However, much constitutional and social advancement in the period culminated in the revolution. To a radical extent, constitutional development between 1860 and 1877 amount to a revolution because of events like the Emancipation Proclamation, Civil Rights Act, the amendments that tried to change African Americans lives in American Society and contributed to get the union together. There is the social developments as well that to a lesser extent had amounted to the revolution because of organizations like the Klu Klux Klan, Freedmen’s Bureau lacking, and discrimination against African Americans that caused progression of violence and white supremacy.
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
A scholarly journal written by an anonymous author sheds light on the importance of standardized testing by showing its efficiency in higher level education. This article provides a solid counterargument for the use of standardized tests which is standardized tests being a good source of predicting grades throughout college as well as whether students will stay long enough to graduate. It is also able to establish that the SAT is effective in forecasting a grade-point average through the fourth year as well as predicting students study habits. The
The overall purpose of schooling is to advance one’s knowledge and skill base and through standardized testing the belief is that one’s knowledge and skill base can be assessed and analyzed, but what occurs many a times is a teacher's difficulty to expand upon the learning process due to the confinements that testing has on his/hers ability to teach. In a qualitative study performed by the Morehead State University it was determined that in a particular rural school standardized testing had implemented a limit on the amount of time that teachers were able to instruct, as well as limitations on the “instructional resources and the types of assessments teachers employed” (Thomas, 2005). Even if a teacher was content with teaching the state
Although the California Department of Education (CDE) would argue that the California High School Exit Exam (CAHSEE) is an effective way to evaluate student progress, based on recent interviews with parents, teachers, California public high school graduates and even the leadership of the CDE, there is no doubt this test creates a better education system and hinders a student’s performance. According to the state Department of Education figures for the class of 2014, 19,679 students did not pass the exit exam by the end of the senior year. Those alternatives included using the results of the eleventh grade Smarter Balanced Assessments; using results of other exams, such as the SAT, ACT or Advanced Placement tests, as a “proxy” for the exit exam; or using course completion in high school as a measure of proficiency. When asked if the exit exam was now abolished, Superintendent Torlakson hesitated, but explained that he, along with Mark McLean, CDE Assessment Development and Administration Division Director, look forward to forming a panel of students, parents, teachers, and education administrators to develop a more thoughtful approach to high school graduation requirements.
Grellner, L. (2012). Put Your Money Where Your Scores are HCAHPS and VBP. The Oklahoma Nurse, 57(3), 4.
NAEP is part of the U.S. Department of Education, and is central to any discussion of whether American students and the public schools they attend are doing well or badly. (Ravitch, Reign of Error, chapter 5, p44) Test scores are not the only way to measure education, but also to the extent that they matter and improve. The NCLB is gone now and the Common Core instead, because there are many disadvantages. For example, the result was disappointing, schools’ foundation was lacking and schools neglected students’ personality and accountability, leaving millions of children behind and did not eliminate poverty or close the achievement gap.
Students in the study were part of a cohort categorized as below proficient students, who were identified from their performances on two high-stakes exams. 50% of the students were male and 50% of the students were female. 68% of the students were identified as black, 21% as white, 2% as Latino, and 95 reported as other. Evidence of low academic performance was identified and collected from their 8th and 9th grade (GPA), that fell between 2.19 and 1.81 on a 4-point scale.
Adams, Caralee J., and Sarah D. Sparks. "Graduation Rate Reaches Highest Peak in Decades; Calculation Not the Same as 'official' NCLB Method." Education Week 30 Jan. 2013: 1. Opposing Viewpoints in Context. Web. 28 Feb. 2014.
“One test result is the worth one-thousand expert opinions.” The result of standardized testing can establish many results but do they imply the true capabilities of a student or their ability to study for the test. I will discuss in this paper what the arguments on both sides are for standardized testing.
Standardized tests, such as the SAT and the SOL, have been implemented for many years now for individuals in grade school to take. The SOL’s, or Standards of Learning tests, are Virginia’s version of standardized tests that students are required to take in order to pass a class, evaluating their knowledge on a specific subject. SOL’s are mandatory for students to take as soon as they reach third grade. Additionally, the SAT is a test taken in the final years of high school that colleges look at when comparing students for post-secondary school. People concerned with student’s education can come to the common consensus that education is important and there should be some way to compare a student’s achievements to one another. However, the process
Norm-referenced standardized tests (NRST) used for different administration over the decades. The NRST classifies individuals. It highlights achievements differences between and among students to develop reliable scores. In school systems NRSTs helps identified students for remedial programs. The U.S. Congress, Office of Technology Assessment (1992), establish a standardized test as one that uses (NAGC - ED Norm- and Criterion-Referenced Testing. (n.d.) (Retrieved from http://www.nagc.org/index.aspx?id=314). Similar procedures for application and scoring in order to ensure that results from different people are comparable (Bond, 2010). NRST compares the performance of students with other students from large groups. Using a standardized test like the NRST will grade students in order from high to low achievers. A valid population must be from the widest range of the student population. Accordingly, the assessment must also report the status of student achievement “broken down by gender, ethnicity, disability, economic disadvantage, English proficiency, and...
Many oppose the newly revised SAT that will be published in 2016, and proclaim that there will be many benefits for a large amount of students because it won’t be as stressful or time consuming as the old SAT. They strongly stand firm in their beliefs that lowering the standards will prevent high school students from achieving a greater score on the SAT. Some say that the revision of the SAT will be beneficial towards the students because it can “now write about their experiences and opinions, with no penalty for incorrect insertions”, on their essays (David Coleman). Many are happy that the revised SAT is moving towards the direction of achievement, rather than aptitude because it was made “to make the test to reflect more closely what high school students did in high school” (Tamar Lewin). Many people are being misled because they don’t know enough information to know that there are many consequences when it comes to the SAT being redesigned.
If you are a student in some form of higher education institution, you might have gone through the scary phase of having to take a standardized test to apply for a college, a scholarship program or better still to complete the high school program. Normally good scores in these tests guarantees good scholarships or admission into an institution because the scores from standardize tests are used as a conclusive measure of one’s abilities. But due to the fact that these scores ignores years of hard work and commitment and focuses on just a test, it’s about time we acknowledge standardized tests are not an accurate measure of one’s knowledge.
Every year many students are kept from graduating high school because of these exit exams. This makes students and parents very angry. Students who have had high passing grades throughout high school do not understand why they cannot pass exit exams. Sometimes the student blames him or herself by thinking that he or she did not learn enough, when in fact there is nothing wrong without heir knowledge. These students do not realize that they lack good test taking skills. Parents are angry that their child was kept from graduating because of a single test, even though the child had all the he credits required. This situation occurred to Lee Hicks, another student from Paris (texas) High School. Had he lived 14 miles away in Oklahoma, which has no statewide exit test, he'd have received a diploma and would now be serving his country in the Navy. Instead Hicks severs customers in a Paris supermarket; he won management's Aggressive Hospitality Award for 1996. "He's a great employee, a bright young man--extremely hardworking," says store director, Larry Legg.