The Effects Of Common Core On The Area Of International Testing

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II. Introduction The topic I am pursuing in my research is education. Specifically, I am interested in measuring the effects of Common Core in the area of international testing. My research on testing will focus on the 2012 results of the Programme for International Student Assessment (PISA), constructed by the Organisation for Economic Cooperation and Development (OECD). The topic of education is important for everyone to consider. Large sums of revenue are allocated towards education on an annual basis in an attempt to provide all students with a free and high quality education. According to the National Center for Education Statistics, the United States spends $11,841 per student in elementary and secondary education on an annual basis (“Education Expenditures,” 2015). The average spent by most countries is $8,789 (“Education Expenditures,” 2015). Despite the fact the States spend more on every student on average, the students in this nation remain behind academically in math, reading, and science when compared to their counterparts in China, Singapore, Korea, Japan, Switzerland, and the Netherlands all which spend less capital per student on an annual basis. Therefore, further importance should be place to these international because they can help to improve the U.S. education system. More specifically these international assessments can help guide education policy, teacher practices, parental involvement, and school organization in the right direction. Most importantly, these international assessments matter because they give a chance to students in the U.S. to be able to compete with peers of the same age around the world and to participate in a fast pace global economy. III. Literature Review Defining Success ... ... middle of paper ... ...chers go through great lengths throughout the year to ensure that students not only master standards, but also perform well in national standardized tests. Debeer, Buchholz, Hartig, and Janssen (2014) point out that international testing is low stakes testing. Since, there is a lack of accountability measures for the performance of students in these assessments and not much preparation goes into preparing them for these type assessments. Since, preparation and investment are not put forth by the school to prepare students for international tests students are not invested in these type of tests and as such some students may not place much effort in PISA (Debeer, Buchholz, & Hartig, 2014). Effort is defined by Wise and DeMars as a student 's engagement and use of energy to obtain the highest score possible on a test (as cited in Debeer, Buchholz, & Hartig, 2014).
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