A Shift in Priorities There has always been some form of high stakes, standardized testing in existence in United States Education System (Amrein). There are different kinds of tests used that range from determining whether or not immigrant can enter the U.S. to declaring a citizen competent to enter the military. So, for nearly a century, high stakes testing has had significant rewards and consequences associated with it. Not only is it used for the government, it is most commonly seen in schools
For as long as standardized testing has been in use, there has been controversy regarding its purpose to students. Parents, students, and credible sources continue to debate the importance and necessity of standardized testing. Norman Augustine’s “High Marks for Standardized Tests”, focuses on the positives of standardized testing by refuting arguments made by opponents of standardized testing. In contrast, James Popham’s “Why Standardized Tests Don’t Measure Educational Quality” points out why standardized
Standardized testing started in 1845, schools adopted the idea from the military in WWI and used them to measure students ability in the classroom. The last several decades standardized testing has been used to compare states, countries and college bound students. With these tests we can analysis where students are excelling and need improvements. These tests have come across as stressful, unreliable, time consuming and encourage cheating. Those arguments are weak though because they do not apply
larger role than standardized tests such as the SAT and ACT in determining where he or she gets into college. In the article “Is Standardized Testing Failing Our Kids?” by Rose Garrett, Garrett starts begins by explaining why many teachers and colleges look highly upon standardized testing. Garrett is a professor of Education at Pepperdine University, and she has an understanding of educational trends in America over the past 60+ years. According to Garret, testing of this kind gives
in its definition of norm-referenced testing, illustrates some of the main arguments for each side. Those who support norm referencing see the tests an efficient and unbiased element in the evaluation of student needs and abilities, while pointing out that “as long as the results are used alongside other measures of performance, they can provide valuable information about student learning” (“Norm-referenced Test,” n.d.). The idea that norm-referenced testing of any skill is not meant to serve as
Standardized testing started in 1845, schools adopted the idea from the military in WWI and used them to measure students ability in the classroom. The last several decades standardized testing has been used to compare states, countries and college bound students. With these tests we can analysis where students are excelling and need improvements. These tests have come across as stressful, unreliable, time consuming and encourage cheating. Those arguments are weak though because they do not apply
of misusing some information and omitting other information to make its argument. One of the major issues with
As we read further into the book, ethical arguments tend to come up, but just what defines the standard of ethics...society? Maybe I am reading too much into it, but these are the arguments that come to mind while reading. According to Perloff (1993), persuasion is a powerful tool—one that has strong effects on society and that companies use to raise profits. I start to wonder, is persuasion a tool or weapon, because at the end of the day a gun can either be a tool or weapon, can it not? Bettinghaus
criticize this issue as being one of the top factors of to why this test shouldn't determine if a student should attend college. “critics often assert that standardized test scores are strongly influenced by factors beyond individual differences
some of the arguments for and against the American College Test. For example, an argument for the ACT states that the test prepares a student for college because of the good test taking skills that are developed when practicing for the test (“Arguments for and…”). All of this is mentioned above, but so is some arguments against the ACT. For example, it is said that “standardized test impede the assessment of a very important skill,” which is out-of-the-box-thinking. People who are against the American