Standardized Testing
The purposes of standardized tests are to instruct decision making, establish program eligibility, evaluate course goals, evaluate program goals, and examine external curriculum. When a teacher gives and assesses a standardized test, they gain information about their students that helps them realize what concepts they have learned according to the agenda for the subject at hand. If the assessment is performed in a sensible amount of time and given according to the directions, this purpose should be fulfilled; however, it is a common belief that standardized tests do not work well in establishing where a student stands in a specific curriculum. The test uses a general curriculum that is the basis for the tests but the schools giving the tests may not have the same curriculum as the test itself assumes. (Costa and Kallick, 1995)
The second purpose of standardized testing is to establish program eligibility. The standardized tests allow teachers to view the areas where students may need help or where they may excel. However, standardized tests which allow teachers to view this type of information are not performed each year. This has a great affect on whether or not the information is completely accurate. Many students may need assistance but do not receive any because of the scores of their tests. Many students who are behind continue to remain that way until they are far enough behind to receive this assistance while other students continue to excel and are potentially bored as they review information they already know and understand. (Costa and Kallick, 1995)
Thirdly, the evaluation of course goals is important. Standardized tests should allow educators to be able to assess whether or not ...
... middle of paper ...
...eb on April 25, 2003 from ERIC Database.
Miller, M.D. & Linn, R.L. (2000). Validation of Performance-Based Tests. Applied Psychological Measurement. Vol. 24, Issue 4, p. 367, 12p. Retrieved from the web on April 25, 2003 from the Academic Search Premier Database.
Tanner, D.E. (2001). Authentic Assessment: A Solution, or Part of the Problem? High School Journal. Vol. 85, Issue 1, p.24-30. Retrieved from the web on March 10, 2003, from EBSCOhost Research Database.
Baker, E.L. (2001, February). Testing and Assessment: A Progress Report. Educational Assessment. p.1, 12p. Retrieved from the web on April 28, 2003 from the Academic Search Elite Database.
Linn, R.L. (2001, January 1). A Century of Standardized Testing: Controversies and Pendulum Swings. Education Assessment. p.29-38. Retrieved from the web April 28, 2003 from the Academic Search Elite Database.
Students dread the time of the year when they stop with their course material and begin to prepare for test. Everyone is in agreement that some type of revolution is needed when it comes to education; eliminating standardized test will aid the reform. The need for standardized testing has proven to be ineffective and outdated; some leading educationalist also believe this because the tests do not measure a student’s true potential. This will save money, stop labeling, and alleviate stress in students and teachers.
Even with material being taught incessantly, standardized tests can not accurately measure a student’s ability. The tests are “single-target—meaning that every student, no matter what level of achievement or ability, course selection, or cu...
Popham, W. James. "Why standardized tests don't measure educational quality." Educational Leadership 56 (1999): 8-16.
Current educational policy and practice asserts that increased standardized student testing is the key to improving student learning and is the most appropriate means for holding individual schools and teachers accountable for student learning. Instead, it has become a tool solely for summarizing what students have learned and for ranking students and schools. The problem is standardized tests cannot provide the information about student achievement that teachers and students need day-to-day. Classroom assessment can provide this kind of information.
Standardized testing scores proficiencies in most generally accepted curricular areas. The margin of error is too great to call this method effective. “High test scores are generally related to things other than the actual quality of education students are receiving” (Kohn 7). “Only recently have test scores been published in the news-paper and used as the primary criteria for judging children, teachers, and schools.”(2) Standardized testing is a great travesty imposed upon the American Public School system.
Standardized tests are a tremendous part of most schools’ curriculum in the United States today. These tests are assessments of students’ knowledge on either one or more subjects. Standardized tests are a performance evaluation of students, teachers, and schools due to their importance. A standardized test is distinctive from other tests in two ways. One, it has common questions being answered in the same way and two, it is being scored in a consistent style allowing for comparative performance. Through extensive research Oliver’s and Visone’s statements and overall research have several key differences that shape their own separate arguments. Though their thesis and hypothesis have the same underlying idea that there is a problem with` standardized
Popham, W. James. “Standardized Achievement Tests: Misnamed and Misleading.” Education Week. September 2001. Web. 28 June 2015.
Standardized testing remains to be a major controversial issue for the American society today. Exams are given to students at different levels in their educational career and are supposed to measure their academic knowledge, but are these tests really the best way to evaluate students? There have been numerous alternatives suggested to replace or be used in conjunction with standardized testing.
Solley, B. A. (2012). On Standardized Testing: An ACEI Position Paper. Childhood Education, 84(1), 31-37. Retrieved December 3, 2012, from http://dx.doi.org/10.1080/00094056.2007.10522967
Cohen et al. (2010) wrote that assessment can be a major contributor to raising standards in schools in terms of teaching, learning and student achievement. In addition, if assessment is properly handled with consistency, reliability, validity and rigour, it can have a possitive effect on learning and can improve students' own understanding of how can they learn more effectively and improve.
Stiggins, R. (1991). Facing challenges of a new era of educational assessment. Applied Measurement in Education 4(4), 263+. Retrieved September 25, 2003 from Academic Search/EBSCO database.
Newmann, F. M. & Archbald, D. A. (1992). The nature of authentic academic achievement. Toward a New Science of Educational Testing and Assessment. State University of New York Press, Albany New York. 71-84.
Assessments were not aligned and incongruent with what was happening in the classroom. It was difficult to accurately measure student success (Polikoff, Porter, & Smithson, 2011). One of the greatest contributors to the difficulty of aligning assessments to standards is that the standards are so complex (LaMarca, 2001.) How can a single assessment demonstrate mastery of so much content? Also, some assessments items measure multiple standards. This can be difficult to analyze. Furthermore, some assessment contain content that is neither developmentally appropriate for the intended audience or it may content that is not mentioned in the standards (Polikoff, Porter, & Smithson, 2011). This can be discouraging and frustrating for both students and
In spite of the importance of assessment in education, few teachers receive proper training on how to design or analyze assessments. Due to this, when teachers are not provided with suitable assessments from their textbooks or instructional resources, teachers construct their own in an unsystematic manner. They create questions and essay prompts comparable to the ones that their teachers used, and they treat them as evaluations to administer when instructional activities are completed predominantly for allocating students' grades. In order to use assessments to improve instruction and student learning, teachers need to change their approach to assessments by making sure that they create sound assessments. To ensure that their assessments are sound they need include five basic indicators that can be used as steps to follow when creating assessments. The first of these indicators and the first step a teacher must take when creating a sound assessme...
Through assessment students and teachers are able to determine the level of mastery a student has achieved with standards taught. Both formative and summative assessment should be purposeful and targeted to gain the most accurate data to drive further instruction (Ainsworth, 2010). While this syllabus does a good job of identifying the need for both formal and informal assessments, the way in which this is communicated does not provide enough detail for understanding. Simply listing assessment types does not give any insight into how these assessments fit in the learning process of this course. While some of the assessments mentioned could be common assessments chosen by the school or district to gain insight into the effectiveness of instruction, the inclusion of authentic assessments is most beneficial to students and demonstrates learning in a context closer to that of a work environment (Rovai, 2004). Unfortunately, this particular course, according to this syllabus, relies heavily on quizzes and traditional tests and essays to form the bulk of assessment opportunities. While other activities, such as formative assessments, journaling and discussions are mentioned as possible avenues for scoring, they are given a very low percentage of the overall grade. This shows that they are not valued for their ability to show progression and mastery. If this is indeed the case, this puts the students as a