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Assessment and Evaluation of Standardized Tests, 2007.
A review of the assessment and evaluation of the standardized Woodcock-Johnson III test.
2,214 words (approx. 8.9 pages), 7 sources, APA, $ 68.95
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Abstract
This paper discusses standardized tests and evaluation tests used at Smithback Middle School, in terms of relevant publication information, stated purpose, participants and scoring and interpretation of results. The paper then focuses on the historical origins of the Woodcock-Johnson III test, looking at its purpose and development, as well as the advantages of its use.
Table of Contents:
Part I. Summary of Interview and Tests
Part II. Three Tests Used in this Setting
Part III. Further Exploration of the Woodcock-Johnson III Test
Conclusion
From the Paper
"At the time of its creation, the Woodcock-Johnson III test was much better suited towards identifying and describing the intellectual performance of younger persons than the standard IQ test. Cultivation of the methodologies over time suggest that it has been improved; while the IQ test has also been revised and retooled over the decades, it is necessary to identify these two tests as having distinctive outcomes."
"The Woodcock-Johnson III test seems to be useful to parents, teachers, and students. The limitation of the steep initial fee may be cost-prohibitive for some communities, but it is useful and can be reused. It is not fully known what the test can achieve in respect to allowing students with learning disabilities and special needs to participate in the traditional classroom setting."
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The Fairness of Standardized Tests, 2006.
An examination of standardized tests which considers their fairness to minorities, those with cultural diversity, limited English and disabilities.
6,182 words (approx. 24.7 pages), 26 sources, APA, $ 145.95
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Abstract
This paper examines standardized tests with an emphasis on their fairness to minorities, those with cultural diversity, limited English and disabilities. The reliability of standardized tests as a fair indicator of school success is considered, focusing primarily on the experiences of African-American students. This paper concludes that standardized tests are not at all fair towards minorities - as indicated in the fact that several colleges, such as Holy Cross, are abandoning standardized tests in their admissions processes.
Introduction
Standardized Tests and Bias in College Admissions: Several Case Studies
The SAT's Racial Bias - If This Test Didn't Work, What of NCLB and AYP?
With This Discrepancy In Standardized Testing, How Are NCLB and AYP Affected?
Conclusion
From the Paper
"Most alarmingly, of the seven tests addressing "African American issues," four or 57% were "negative" or culturally unflattering and unappealing in nature. Those tests focused on the slavery experience and on the diminished rights, poverty, and racial/ethnic chauvinism faced by Black people in the United States. (Fleming, 2000) The three "positive," or culturally celebratory, tests addressed Harlem (New York City) politics in transition, William H. Johnson's paintings, and a memoir of a Black leader - as the popular sarcastic phrase in the industry notes, the rest of the questions are about polo and fly fishing, activities in which, for both social and economic reasons, African Americans are hardly likely to engage. "
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Standardized Tests, 2004.
An analysis of how standardized tests are lowering the standards of education.
1,315 words (approx. 5.3 pages), 3 sources, MLA, $ 44.95
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Abstract
This paper discusses standardized achievement tests, which are a major part of the American school curriculum. The paper examines how these tests have seeped their way into all levels of schooling, and students from pre-kindergarden to high school have become accustomed to taking multiple standardized tests throughout the course of their school career. The paper contends that standardized tests are used to reproduce class and racial divisions and hierarchies and should, therefore, be eliminated.
From the Paper
"Standardized achievement tests are a major part of school curriculum in America. This kind of test was first introduced to our schools in 1947 when the Educational Testing Service (ETS) was first established and administered a standardized test at 50 leading universities. (Schmitz 1991) The use of these tests spread and it was accepted into our culture that this is an accurate way to measure a student?s intelligence and academic potential. High schools have been administering tests such as the Scholastic Aptitude Test (SAT) and American College Test (ACT) as prerequisites for being admitted to any college for many years. These tests have seeped their way into all levels of school, and students from pre-kindergarden to high school have become accustomed to taking multiple standardized tests throughout the course of their school career."
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Will Standardized Testing Produce Standardized Students?, 2002.
Examining the impact of the "No Child Left Behind" Act of 2001.
1,255 words (approx. 5.0 pages), 5 sources, MLA, $ 42.95
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Abstract
This paper discusses the main principle behind the "No Child Left Behind" Act of 2001 - that students would be tested in reading and math every year from 3rd grade on. It shows how schools which score well would be rewarded while those that score poorly would be punished. The paper questions whether this is a good plan and whether it will make education in America better.
From the Paper
"No Child Left Behind is based on seven principles. First, (and most controversially) there is to be accountability of results. This means that in grades 3-8 students will take tests in reading and math and parents will receive school and state report cards. The data will also be made available to the public. Second, the program is designed to create flexibility at the state and local level and reduce red tape, although critics do not agree with this assertion. Ten programs were cut or consolidated at the U.S. Department of Education and schools now have the flexibility to transfer up to 50 percent of the funds they receive from the federal government into alternative programs. (This does not include Title I funds). Third, HR 1 expanded options for parents of children from disadvantaged backgrounds by providing additional funds for school choice, supplemental services, and charter schools. Fourth, HR 1 tripled the amount of federal money appropriated for reading programs. Fifth, the bill required that a fully qualified teacher be in every classroom by 2005. Sixth, there is a confirming process to ensure standardized test quality. Finally, measures were taken to help limited English proficient (LEP) students learn English quickly."
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Standardized Tests, 2004.
An analysis of the disadvantages of standardized testing in the college admission process.
1,418 words (approx. 5.7 pages), 6 sources, MLA, $ 47.95
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Abstract
This paper examines how the standardized test is the most crucial part of college admission process and how these tests have been severely criticized. It looks at how the format of standardized tests has been labeled as biased and how they are to be blamed for the drop in university enrollment by people of the minority groups. It shows how critics believe that these tests are ethically biased, proving that discrimination still prevails in many American quarters. It also discusses how some believe that these tests are totally unnecessary.
Outline
Introduction
Bias in Standardized Tests
Implications
Language Problems and Sources of Difficulty
Social and Cultural Factors
Reliability and Validity
Opinion
From the Paper
"Standardized tests don?t favor people of ethnic groups at all as their format favors children of upper middle and upper class status. Very few people in the minority groups live in the upper middle or upper class. These tests give a lot of preference to members of these classes. There are sections in the test, which can be too difficult for children of a lower class. For example they might encounter a question regarding opera or symphonies in their test. This may be easy for children of the upper class as they are brought up in an environment where they are subject to listening to such topics."
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Standardized Tests, 2006.
A review and personal critique of the use of standardized tests within education.
1,320 words (approx. 5.3 pages), 3 sources, MLA, $ 44.95
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Abstract
This paper discusses standardized tests, a relatively new concept in evaluating students. The paper provides an overview of their introduction into the field of education and discusses their advantages and disadvantages. The paper then attempts to answer there of the most salient questions about standardized test: (1) Are they fair? (2) Do they offer the best and truest evaluation of a student? (3) Should the results reflect upon the teacher? The paper concludes with the author's personal opinion about the tests and offers his recommendations to the national government on the debate over the tests' use in determining school funding levels and teacher raises.
From the Paper
"All that goes into creating, delivering, and scoring these tests lends to the term "standardized." The purpose of the specific test may be "norm" or "criterion" referenced. The norm-reference tests may work more favorably when you are looking for general ability in certain areas like Algebra or History. The term "norm" refers to the group that the end result is compared to; the kind of student who takes the test. Judging the abilities of a large group or searching for top candidates for just a few openings may best be accomplished in this manner. The criticism against the character of this test is that not all equally intelligent students may compare fairly against any given group of so called "norms". For instance, the cultural backgrounds of the students may have been so diverse as to hinder their ability to comprehend the questions in an equitable manner. What may seem to be a logical way to arrange objects to the writer of the question, or the norm group, may appear illogical to the student from a different cultural region."
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Standardized Tests, 2003.
Review of a book about standardized tests.
1,840 words (approx. 7.4 pages), 1 source, APA, $ 63.95
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Abstract
This book presents a review of a book about standardized tests by G.W. Bracey, "Put to the Test: An Educator's and Consumer's Guide to Standardized Testing." The paper discusses Bracey's thesis that tests have grown beyond their ability to serve useful educational purposes.
From the Paper
"The big pedagogic picture of Put to the Test is that it is a reality check on what Bracey analyzes as the blind faith that has been put in standardized-test scores as far as predicting the academic success or failure of students is concerned ..."
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Standardized Tests, 2004.
A discussion on how standardized testing should be used.
1,214 words (approx. 4.9 pages), 5 sources, MLA, $ 41.95
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Abstract
This paper discusses the role of standardized testing and possible uses for such testing. Arguments are given for those in opposition to standardized testing who feel tests such as the SAT and GRE only reward passive, superficial learning.
From the Paper
"In rebuttal, organizations such as the College Board, one of the SAT's main supporters, believe the SAT measures abilities developed over the years of schooling and outside reading and studying, regardless of a particular method of instruction or textbook used. The College Board stands behind the SAT's assessment of such important abilities as, "understanding and analyzing written material, drawing inferences, differentiating shades of meaning, drawing conclusions, and solving math problems-all necessary for success in college and life in general." In addition the College Board makes it known that as of March 2005, the SAT will introduce a new writing section, making the test more relevant to course work and "aligning more closely with the type of skills being taught in the classroom.""
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Standardized Tests, 1992.
An analysis of standardized tests, discussing background, types, purposes, problems and corruption.
2,250 words (approx. 9.0 pages), 5 sources, $ 79.95
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From the Paper
"Standardized tests serve both administrators and school districts in a number of important ways. Such tests measure the achievement levels of individual students. In this way, they provide a guideline to how well administrators are running their schools and how well regional superintendents are maintaining their school districts. With this information, administrators and superintendents are better able to serve the educational needs of their students. However, in recent years, standardized tests have not been used in the way they were originally intended. Instead of emphasizing the needs of individual students, they have been used primarily as a means for reflecting the overall quality of teaching in various schools or districts. Because of this emphasis, schools and districts are often given better funding if they are able to produce high test scores."
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Standardized Testing and Elementary Students, 2002.
This paper addresses academic assessment and academic achievement according to the results of standardized testing.
650 words (approx. 2.6 pages), 3 sources, $ 26.95
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Abstract
This paper addresses academic assessment and academic achievement according to the results of standardized testing. It is the argument presented in this paper that standardized testing is not a viable measure of estimating a young child's skills and that essay writing would be a better measure of assessing learning.
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Standardized Testing, 2002.
A paper on whether schools should use standardized testing for their students.
1,545 words (approx. 6.2 pages), 6 sources, MLA, $ 50.95
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Abstract
This paper assesses the benefits of using standardized tests on students in schools and colleges. The paper begins by asking the following two questions: 1) Should schools and universities utilize standardized testing as a measure of intellect in students? 2) Do standardized tests adequately measure a student?s ability for potential success in higher education, and real life environments? The paper then answers these questions, making use of various sources including a number of philosophers, educators and available statistics on education assessment.
From the Paper
"Reality suggests that students learn on many different levels. They are the summation of their experiences, senses and feelings, all of which comprise the intellect. Modern day educators would far better by taking some of their cues from ancient educators such as Aristotle and Plato, who believed that intellect is indeed derived from the summation of the senses, the psyche and a person?s experiences. Rather than subject students to a standardized test, it is much more feasible to suggest that ancient educators and philosophers would have developed customized testing mechanisms to accurately gage a students ability to succeed."
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Standardized Testing, 2006.
An essay questioning the importance of standardized testing.
1,855 words (approx. 7.4 pages), 4 sources, MLA, $ 59.95
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Abstract
This paper presents arguments against the practice of standardized testing, suggesting that test scores only reflect a small snapshot of student abilities and do not accurately gauge a student's knowledge. The paper questions the usefulness of standardized tests as a measure of a student's success or failure and why so many school systems have instituted testing as a method of rewarding teachers and schools. Finally, the paper argues that standardized testing should be replaced by teacher evaluations that offer an opinion of the student from the teacher that has spent an entire school year with the student and a student portfolio that indicates the student's progress.
From the Paper
"The weight of consequences is also a concern for the schools themselves. Standardized testing has become an easy means for school districts to measure not only the educational abilities of students but the teaching abilities of the teachers and the success of the school in general. Funding can be deprived of those schools seen as "failing", and teachers and principals may be "punished" through job loss or pay cuts for not producing enough students that receive high scores. Because of this, educational and school policies are being manipulated to increase scores. It has become too common to suspend those students expected to score poorly on standardized tests prior to the testing day so that their low scores will not impact the school's rating. Some schools bribe students with free breakfasts, monetary rewards, or prize giveaways when school districts require a certain percentage of students to be present on test day. Rather than risk falling below the required number and lowering their standing, administrators resort to any means necessary to get kids to be in school."
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Standardized Testing, 2004.
An examination of the pros and cons of standardized testing.
1,431 words (approx. 5.7 pages), 8 sources, MLA, $ 47.95
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Abstract
This paper explores the validity and reliability of standardized tests and discusses whether these tests are specific to purpose. The paper provides an assessment of non-standardized students. The paper contends that the use of "high-risk/stake" testing should be carefully reconsidered and possible adoption of other methods secured. The paper discusses various research studies on this topic and concludes that since there is no such thing as a 'standardized student', standardized testing is missing the mark.
From the Paper
"Mandated testing is occurring in many states and within many schools through the United States. This tests are for the specific purpose of gathering data and facts in relation to achievements students each year as well as being a test that carries "high-risks" in terms of the student's future, noticeably so when considered so much is riding on the score of only one test. Furthermore, schools as well as the faculty may receive praise or heavy sanction based on high or low testing scores. And these tests may be enacted by policy-makers with the best of intentions and with the most integral thought as motive however, it doesn't add up to an average however, indeed there is no such thing as average with only one test."
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Standardized Testing and School Budgets, 2002.
An analysis of the relationship between standardized testing in public schools and special education programs.
1,150 words (approx. 4.6 pages), 4 sources, $ 44.95
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Abstract
This paper addresses the place of standardized testing in public schools with respect to special education programs. It raises questions about using these tests to "track" students into remedial or special ed classes, and about what the tests actually measure. It concludes by stating that standardized tests are only one set of data about students and schools, and that individual student assessment by teacher observations is the best way to determine of a student would benefit from special education.
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Standardized Testing, 2002.
An overview of the place of standardized testing today.
1,400 words (approx. 5.6 pages), 7 sources, $ 53.95
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Abstract
This paper looks at standardized testing and its role in society today. Alternatives are given for standardized tests and how to improve the system. .
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