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Pros and cons of standardized testing
Pros of standardized testing
Cons of standardized testing
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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. Today, schools are making it a priority for teachers to follow the strict guidelines of a “one size fits all testing curriculum.” Educators must prepare students for the tests that could make or break their future. This curriculum is focused only on teaching students what they need to know in order to pass the test. “Because the test is based largely on the memorization of facts, teachers will have to teach their students these specific facts instead of teaching for deep comprehension and understanding of material.” (Martin, 309) As a result, students do not learn the true lesson. Although it is highly important that students pass “the test,” this strictly based curriculum is ignoring the important academic skills and fundamentals needed for their future, even beyond the years of high stakes testing; without these needed skills students will be left in the dark once they have graduated from high school. Students often learn on different levels and their educational requirements are not being met with the “one size fits all” approach. Those who create these tests tend not to include those who learn on a different educational level; rather their focus is pointed towards the money rather than on the success of all students. Children need to learn sk... ... middle of paper ... ... Brief Edition. 6th ed. Eds. Robert P. Yagelski and Robert K. Miller. Boston, MA: Thompson/ Wadsworth, 2004. 309. Print Popham, James. W “Membership.” Educational Leadership: Using Standards and Assessments: Why Standardized Tests Don’t Measure Educational Quality. Association for Supervision and Curriculum Development. 1999. Web. 10 April 2014 Sparks, Sarah D. "Today's Tests Seen as Bar to Better Assessment; Commission says too many tests are used to gauge basic skills." Education Week 14 Nov. 2012: 8. Opposing Viewpoints in Context. Web. 10 April 2014. Vogt, Leonard. “Standardized Testing.” Radical Teacher Fall 2013:76+. Opposing Viewpoints in Context. Web. 10 April 2014 Williams, Patricia. “Tests, Tracking, and Derailment.” The Informed Argument: Brief Edition. 6th ed. Eds. Robert P. Yagelski and Robert K. Miller. Boston, MA: Thompson/ Wadsworth, 2004. 309. Print
Stewart, Sean, Jordan Weisman, and Briggs, Cathy. Cathy's Book: If Found Call (650) 266-8233. Running Press, 2006. Print. .
Ed. Larry Madaras and James M. Sorelle. 14th Edition. The. New York: McGraw-Hill, 2011.
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.
Eds. Gary Goshgarian and Kathleen Kruger. New York: Parson-Longman, 2011. 500-04. The. Print.
Almost every person who has graduated from high school has taken the Scholastic Assessment Test (SAT), which is generally used for college admissions. We all remember the stress of taking a test that could affect our future educational plans. Now due to the “No Child Left Behind Act” of 2001, this kind of test is now being administered to children from the 3rd to 8th grades as a way to determine if the school or teachers are educating them properly. High-stakes standardized tests of this nature should not be used to determine the educational abilities of either schools or the teachers.
Janet E. Gardner , Beverly Lawn , Jack Ridl , Peter Schakel. Boston: Bedford/St.Martin’s, 2013. 250-276. Print.
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.
Ed. Lynn Z. Bloom and Louise Z. Smith. 3rd ed. Boston: Bedford/ St. Martin’s, 2011. 494-507. Print.
Vol. 1 B. New York: Pearson Longman, 2006. 1726-772. Print. The.
5th ed. of the book. New York: Pearson; Longman Publishing, 2007. 432-433. Print.
...s; 4th edition. Eds. Andrea A. Lunsford and John J. Ruszkiewicz. Boston: Bedford/St. Martin's, 2003. 403-413
Morse, Jodie. "Is That Your Final Answer?.” Educational Tests and their Measurements. June 2000. Web. 30 June 2015.
“If my future were determined just by my performance on a standardized test, I wouldn't be here. I guarantee you that.” This quote by Michelle Obama illustrates the idea that standardized testing should not have such a large influence on education in America. However, a majority of people are under the impression that standardized tests are an accurate method to measure a person's intellectual ability. I believe that standardized tests have developed into a very critical part of the American education system that is hindering the growth of students and teachers instead of providing a tool that can accurately measure knowledge.
of the book. Eds. James H. Pickering and Jeffery D. Hoeper. Upper Saddle River, NJ: Prentice, 1027-28. Mullen, Edward J. & Co.