Specifically, the items on intelligence and special abilities tests require test takers to manifest some accomplishment, just like those on achievement tests. Educational achievement tests often serve as reliable predictors of school marks compared to tests of intelligence and special abilities, but still cannot completely replace them. It is notable to mention that the individual’s attainment measured by general intelligence tests are indeed broader and the products of less formal and usually less recent learning experiences compared to the ones measured by standardized achievement tests (Aiken, 2003c). Cohen et al. (2013b) regarded that the primary purpose for this kind of measure is that it focuses on the test taker’s level of comprehension in the different subject matters.
Zinsheteyn goes on about extensive test prep, “And the College Board is arguing that the new SAT more accurately reflects what students learn in school, rebuffing criticism that acing the SAT requires mastering a separate curriculum through extensive test-prep services.” Many parents are willing to spend a large amount of money to see their kid succeed. Some test-prep services can cost up to $1,000 or more depending on the type of service you choose. Some families do not have that type of income to send their kids to elite test-prep programs which help even out the fairness for the test
A school can not function without a set guideline of rules, responsibilities, and disciplinary actions. In source C, paragraph five, a statement by McCabe is made. “Honor codes don’t always work...their success depends on a culture of academic integrity”. CHS has an ambition for academic integrity but a majority of students do not even know what that means. What CHS needs is a sound base for an honor code and to make students understand what our honor code means.
The test ensures the equivalent content for all students. Michelle Rhee, a former Washington, DC, school counselor, argues for equivalent content saying, “‘You can't separate them, and to try to do so creates two, unequal systems, one with accountability and one without it. This is a civil rights issue.’” It would be unfair for student, for example in the minority, to have an alternate test. Therefore, standardized tests are inclusive and non-discriminatory. Within these tests, they measures students skills and problem-solving ability.
It strikes an interest in me because I am an Elementary Ed major and I will deal with certain situations that I have read about and I hope I make the right decision when my time comes. I want for all students to get the best education they can and be proud of who they are. I do not want my students to worry about other things besides school and helping them better themselves. I really hope I can express this emotion in my paper to earn a good grade and finish the semester strong. I just want to make a good
"Contrary to popular assumptions about standardized testing, the tests do a poor job of measuring student achievement" (Harris 1). Standardized testing cannot accurately show the academic abilities of a student. Standardized tests only measure a fraction of what a student has
The form of questions in which they ask a question and provide three or more choices of answers with it. Many students do not like these type of questions for the following reasons: The answers all sound the same, they confuse more than they help, and some believe that reading more than one possible answer for a question would make one rethink what they know, and therefore select the wrong answer. Also, in mathematics standardized tests for example, multiple choice questions are not a good way to determine how much students know. A student might solve a problem or an equation correctly through all the steps then makes a small mistake at the end and lose all the points for the question making it unfair and not a real representation of what they know. On the other hand, these types of tests are easier for cheating.
Educators, for example, may decide to change students’ curriculum based on what they anticipate will show up on standardized tests. In fact, as stated by James Popham, a professor at the California Institute of Education, “when school district officials or individual teachers are trying to decide whether to alter the instructional program for the next year, they’ll typically base their evaluation-informed decisions on group-aggregated data” (48). Although this may be beneficial in moderation, many schools end up basing their curriculum souley off these tests, thus overlooking an array of skills that are essential to student learning. This process has the opportunity to make a certain district or individual school look outstanding, even if its students lack a multitude of abilities. On the contrary, teachers whose student scores organically seem inadequate may decide to tamper with the results to mask the undesirable scores.
The American school system is dependent on grades. However, has one ever stopped to question why? Peter Airasian, a measurement expert, explains that educators use grades primarily for administrative purposes and to give students feedback about their progress and achievement. Yet such a system directly contradicts the intended purpose and instead fosters an environment of compliance and shortcuts. Students become so concerned with achieving the highest possible grade they disregard learning and resort to alternative methods of obtaining it.
Many people state that standardized test is the most suitable way to estimate students’ intelligence, but others, in contrast, have a completely different attitude and hold the opinion that standardized test is not the most optimal way to survey knowledge of students. By weighing its pros and cons of this issue carefully, in my humble opinion, I can definitely side with the idea that it’s not reasonable for students to measure their knowledge by testing standardized test. Now allow me to explain my standpoint with a few conspicuous facts below: To begin with, the story of Nick Vujicic is a typical example to illustrate that standardized test is not essential for students to estimate their ability. Nick Vujicic was born in Australia. He was limbless, missing both arms at shoulder level, as well as legless.