Introduction Standardized tests may be used for a wide variety of educational purposes. For example, they may be used to determine a young child’s readiness for kindergarten, identify students who need special-education services or specialized academic support, place students in different academic programs or course levels, or award diplomas and other educational certificates. Thesis Statement Standardized tests should not be eliminated completely, but should rather be evaluated in addition to other factors such as grades, extracurricular activities, and volunteer hours. This would take pressure off of students during standardized tests, allow colleges to see how well-rounded the students are, and give students who are better in other areas
On the contrary, teachers whose student scores organically seem inadequate may decide to tamper with the results to mask the undesirable scores. Motivation for such activities is largely due to the consequences schools and individual districts experience when the criterion is not met. According to No Child Left Behind, an act that requires annual testing to ensure that schools stay efficient and students all have the same chance for success, “if a school failed to meet federal benchmarks of progress, it could be sanctioned, reorganized, or closed” (Edwards 3). While the act sounds productive,
The data gained from the test also helps the teachers realize what subject may be a problem area for his or her students. This is a benefit that would significantly help the students. Without it students may be struggling with a topic and the teachers are not even aware. By looking at the scores and talking with the previous teachers they can determine what might be the best way to teach the students. This leads to the next benefit, teachers can begin a new year knowing how much each student already knows.
According to the National Education Association (NEA), “Many teachers also say paying students for grades leads to practical problems in their classrooms, including pressure to inflate grades and conflict with students and parents.” These pressures and conflicts can lead to larger problems outside of school. Instead of focusing on learning the subject material, students may focus only raising their grade rather than learning the academic material.
They also show what specific areas a student might be struggling in (Popham, 8-15). The tests also allow the School Board to decide if a school needs extra assistance with anything involving Math, Science, and English (VDOE website). Although these are valid reasons to keep standardized testing in place, there are many more reasons why they should be either removed or improved in some way. One reason why standardized testing should be improved or replaced is that students may understand material but might type an answer wrong or something technical on their test. They are made to feel like they got things wrong even though they might not have.
“Sometimes, the most brilliant and intelligent minds do not shine in standardized tests because they do not have standardized minds” Diane Ravitch. Standardized test are a collection of information about one or more students. This means that different students will take the same test and then the test will be evaluated by professors to see how students did. Standardized test also provide teacher evaluation, which is if the professor is teaching the students in the right way, meaning if students are understanding what the professor is teaching. Like many issues in education, standardized testing brings a lot of controversial opinions among teachers, voters and parents.
Standardized test is supposed to show a student 's abilities in test taking. These tests play a huge role in education, especially today. The goal of standardized tests is to provide a plan to evaluate a student 's performance standards. People argue daily about the effectiveness of these standardized tests and how accurately they measure student achievement ("Do Standardized Tests Accurately"). Just because a student does bad on the test does not mean him or her will not be successful (Paulos).
This makes it harder for teachers to educate their classes when Common Core has left them to develop their own set of standards. “The standards identified the objectives the students should meet, while curricula detailed how they would meet them. Teachers could devise their own lesson plans for teaching their students, as long as the plans resulted in the students meeting the Common Core standards” (Common Core). States are now left with the decision on whether or not they should expand and elongate the Common Core standards, or just create a whole different set of standards that would equally educate the students. This has become a huge burden because some states are disregarding the Common Core curricula and are figuring out other ways to educate their students.
Final exams shouldn’t have to be taken unless the student fails a standardized test or isn’t in good academic standing with that specific class. Other reasons that students shouldn’t have to test are that people don’t test well, the class is over and students will not get an opportunity to correct their mistakes, and in the real-world tests aren’t administered, projects are given. Some teachers and parents insist that their children or students need to take as many tests possible because they are on a college preparation track. If a student is on a college preparation track then they should expose themselves to more challenging and competitive environments, such as advanced; advanced placement; dual enrollment, or joint enrollment courses. In these environments students will already be exposed to the intense curriculum and the frequent testing.
ICBL can be used as an instructional approach and assessment. Besides the three stages that align with scientific inquiry, the three-phase process of ICBL can be closely mapped to the features of authentic assessment as suggested by Wiggins (1998). In the problem posing phase, an unstructured problem in the form of a real-world case is given to the students for their analysis and problem creation. When they problem solve their proposed questions in the problem solving phase, teachers will guide students on applying knowledge and skills and exploration in the discipline. Finally, in peer persuasion, students will defend their findings and convince their peers.