Effects of student test taking are said to lead to test related nervousness. (Wei, Pecheone, and Wilczak, 8) The importance of the tests put pressure and stress on the student which leads to inaccurate scores. With the low scores from having anxiety over tests comes the teacher competition (Morgan, 69) Some teachers who are competitive want to do better than the others and that is the result of "RTTP, or Reacting to the Past Innovative" trying to get teachers to make the students do good on assessments, looking to
A pensive child may choose an answer that is credible or could be proven conceivable through explanation, but instead, the answer is judged as “wrong.” “ As a teaching tool, the tests are deeply flawed because they quash imagination, creativity, and divergent thinking. These are mental habits we should encourage, not punish.” (Diane Ravitch). Additionally, some pro-standardized testing people claim that higher scores are proof that the examinations are necessary, although these higher test scores might just shows the student’s ability to take a test, instead of actually indicating their intellect. It’s incredibly arduous to create a multiple choice question that enables a student to reveal what they can do with what they have learned (Roger Farr). Students who are truly challenged and are given the opportunity to think of a different way to solve a problem, are the same people that drive innovation and ingenuity in a successful society.
Standardized testing has become a very controversial topic amongst the nation. There are two sides, one that agrees that these tests are doing well for students and school officials, and another that argues that these tests are hurting the students taking them and should be put to a stop. Norman R. Augustine wrote an article for the need of standardized testing, and Jessie B. Ramey States the ways that the tests are impairing the learning capability of the students. Norman uses three arguments that people opposing the standardized test would most often use. The first is that these test encourages the teachers just to “teach the test”, but he ensures that, this is exactly what the teachers should be doing.
In conclusion, standardized testing should not be mandatory. It should not be used to evaluate teachers either due to the fact that their students may or may not be able to take a test without test anxiety, Furthermore, a standard test does not test one’s knowledge on what they are being taught on their schools because it is a standard test given to everyone. Standardized tests do more harm than help our
No Homework What is the purpose of homework? Is it to enhance one’s learning and education, or is it an unnecessary evil? Students shouldn’t have homework. First and foremost, students who receive no homework detect an ascent in their grade. In addition, homework is the trigger of stressful situations in a student’s academic life.
Studies show that this numerical score, otherwise known as VAM (value-added modeling), is both unstable and unfair. The overwhelming tendency for the same teacher’s scores to fluctuate between multiple years concerns the critics of standardized tests and is a major flaw in the system. As stated by Diane Henningfeld, author of Standardized Testing- At Issue, “the true quality of a teacher is likely to change very little over time” (54). The current system, however, frequently penalizes educators when natural fluctuation occurs. Constantly replacing seemingly ineffective teachers is harmful because it does not leave the opportunity for teachers to get comfortable in their position.
Standardized tests are used commonly in the school systems and they do not measure the overall students’ achievement. For this reason, educators and administrators must take into account how economic elements are affecting the grades on standardized tests. Usually, this group of students averages below the acceptable grades on standardized examinations regardless of the subject. For reasons beyond their control, children from low socioeconomic level face an increased risk of failing standardized examinations. The failure of the tests could cause an overwhelming impact on students, families, the school system, and society at large because eventually, the students may be dropping out of school.
Laws such as NCLB, and RTTT should no longer exist. The system of scoring that is currently used hurts both slower, and advanced students due to its pressure and ease. "Tracking generally hurts slower students but does not help more advanced students" ("How Standardized Testing Damages Education" 1). Tracking of test scores as a school or even class only hurts both sides, advanced students get bored because they have to slow down for the other students, and slower students feel pressured to rush, because of the advanced students. Currently, students spend an immense amount of time studying for both low-risk and high-risk assessments respectively.
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.
In the article written by Tommy Raskin,titled,”Why Students Cheat?” he states, “When you see good test results, you think that cheaters have learned, when that really isn’t so” (2). Cheating gives the student a false state of mind, thinking it is the right thing to do so. If a student cheats and they pass that test or assignment, they have not really passed because they do not know the material enough on their own. Not only is it crazy the amount of students who cheat, but how they cheat. The number of ways a student can cheat is ridiculous.
I believe one thing that differentiates me from others is my standardized test scores. Now, I am not hinting at the fact that my test scores are outstanding, because they are not. Usually when someone boasts about how good their test scores are the first thing that comes to mind is that this person must be really smart. On the other hand, if I am talking to someone about my test scores that might be lower they perceive me as not being as smart as other students. In addition, this is definitely not the case for every situation, but the way of thinking when it comes to standardized test scores often deal with the level of knowledge one might posses.
There is a temptation to cheat and be sneaky in order to raise test scores (Berliner 52). In an effort to boost the quality of teachers, merit-based pay can instead create tensions that press teachers and administrators to act in ways that they otherwise would not. There are many forms of cheating that can occur. Some are more blatant and obvious, like physically changing test answers. Other schools want to restrict who can be admitted, so they keep low preforming students out by having a lottery, or encourage them to go to a different school.
There are visual learners, auditory learners, and tactile learners and test prep is not a hands-on activity. Auditory and visual learners can work to understand the high stakes tests content, but tactile learners are out of luck. Standardized tests, like the ACT, traditionally only measure core classes content, not welding or auto and mechanics classes. Since the ACT is what colleges look at for admissions it would make sense to test students who want to go to vocational school in those content areas. A vocational test is where the tactile learners would thrive.
Standardized tests scores are used to compare students and these students are aware of the importance of the reading and math standardized tests so they worry greatly about their performance on the test. Natasha Segool, a professor at University of Hartford Psychology, has been studying the links between anxiety in children and high stakes testing. According to her studies, students are significantly more anxious when taking statewide assessments compared to classroom tests. Her study also shows that 11% of the children reported severe psychological and physiological symptoms tied to the assessments. Stress can affect your emotional, physical, and behavioral state in many ways.
It creates an obsession with test scores as a chief “accountably” metric for students, educators and schools. This system has led to the exams becoming an end instead of a means to an end. For instance, according the Joh Holt, within the learning environment “the air practically vibrates with suspicion and anxiety, the child learns to live in a daze, saving his energies for those small parts of his life that are too trivial for the adults to bother with, and thus remain his.” (E) This represents the crucial and harsh environment students experience when facing tests. It puts unnecessary stress on the minds of students and degrades their self worth into nothing. These systems of compulsory secondary schools can all too often resemble prisons.” (A) “It is a rare child who can come through his schooling with much left of his curiosity, his independence or his sense of his own dignity, competence and worth.” (E) The standardized testing system evidently shows the negative effect on the morale of the students.