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Standardized Testing

explanatory Essay
2116 words
2116 words
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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.

In this essay, the author

  • Explains that the types of assessments discussed can be helpful or hindering. they are viewed differently by everyone and have both advantages and limitations.
  • States that costa, a.l., and kallick, b. (1995). assessment in the learning organization: shifting the paradigm.
  • Explains that standardized tests are used to instruct decision-making, establish program eligibility, evaluate course goals, and examine external curriculum.
  • Explains the five models of dynamic assessment: test-train-test assessment, learning potential assessment device (lpad): mediational assessment, testing-the-limits assessment and continuum of assessment model-mediated and graduated prompting.
  • Explains that informal assessments eliminate extraneous factors that come with standardized tests. they are more reliable and relevant to the classroom curriculum.
  • Cites miller, w. h., popham, and sweetland, r.c.
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