| Papers [1-15] of 100 :: [Page 1 of 7] | | Go to page : 1 2 3 4 5 6 7 —> | Search results on "STANDARDIZED TESTS": |
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Illinois Standardized Testing Program, 2008.
Argues that the Illinois standardized testing program is not helping students overall.
1,570 words (approx. 6.3 pages), 5 sources, APA, $ 51.95
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Abstract
This paper focuses on the types of instruments, data and instructional strategies available to raise the students' scores in reading on the Illinois standard achievement test and the standardized testing the state requires of all students. The writer believes that standardized testing should not be abolished but rather that it measure what the students are actually learning. The Wilson School in Chicago Heights, Illinois, is used as an example of the standardized testing issues faced by this state and its children. The writer recommends adjusting the testing program to meet five goals, which are much more important for students than their specific scores on a test.
From the Paper
"The third grade students have been the focus group tested by the state in reading on the ISAT for years. The existing data records for 1999-2001 show the percentage of students at the local (Wilson School), state, and district levels who have failed to meet the state standards in reading at the third-grade level. Data for the third-grade teachers at Wilson can also be found through their university transcripts and professional development records kept in the central office files."
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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, 2004.
Presents arguments opposed to the use of standardized testing in the classroom.
1,323 words (approx. 5.3 pages), 5 sources, APA, $ 44.95
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Abstract
This paper argues that standardized testing in the classroom could have harmful and long-lasting effects. The paper outlines the negative consequences of standardized testing and concludes with a suggestion for alternative methods of evaluating student and school performance.
From the Paper
"The widespread use of high-stakes standardized testing seen from coast to coast in the United States does not seem to benefit anyone in the equation. Rayburn (2003) reported of a study conducted by the National Research council that investigated the use of standardized test scores for high-stake purposes, which included promotion, class placement, and graduation. Many people do consider these tests an effective tool for monitoring and shaping up public schools. The study found that standardized testing can yield some valuable information, but the results of these tests are often misunderstood and used improperly."
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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.
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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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.
A review of the implications of using standardized testing methods on students.
900 words (approx. 3.6 pages), 5 sources, $ 35.95
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Abstract
A literature review that analyzes the implication of standardized testing methods on the assessment of students, especially of 8th graders.
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Standardized Testing, 2002.
A discussion of standardized testing in schools in Iowa.
1,150 words (approx. 4.6 pages), 7 sources, $ 44.95
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Abstract
A paper on the topic of standardized tests and classroom implementation.
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Standardized Testing, 2004.
Examines the controversial issue of standardized testing in the educational arena, looking at both the pros and the cons of this method of measuring student achievement.
1,125 words (approx. 4.5 pages), 6 sources, APA, $ 39.95
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Abstract
This paper discusses the pros and cons of standardized testing to measure student performance and program efficacy. The paper argues that new tests serve valid educational and policy purposes.
From the Paper
"Even before President Bush's No Child Left Behind policy, increasing accountability for student performance and thereby teacher and school program performance, swept American schools. High-stakes standardized testing has become a major issue in the educational arena partly because of demands for improved student achievement and learning outcomes and partly in order to determine whether or not school programs are succeeding. At schools across the country the new tests are being employed in an effort to capture measures of student achievement and school efficacy. There are benefits..."
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Standardized Testing, 2006.
A review of the history of standardized testing.
1,189 words (approx. 4.8 pages), 4 sources, MLA, $ 40.95
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Abstract
This paper reviews and discusses standardized testing, a method that began in the United States in 1926 with the development of the Scholastic Aptitude Test (SAT). According to the paper, the origins of such testing began far prior to this development. As Charles Darwin proposed that characteristics such as intelligence were hereditary in 1855, scientists began searching for a way to test those intelligence levels within families.
From the Paper
"Still further, standardized testing provides virtually no feedback about individual students, and the way in which those students learn. Some critics note that the point of testing is to determine strengths and weaknesses of knowledge and ability. Since standardized testing is taken under time constraint, without interaction, and without basic tools such as dictionaries, such testing does not provide adequate conditions under which true knowledge can be measured (Medina and Neill, 1990). If given an opportunity to explain answers, some children may have used a different logic path to ascertain answers and thus, can be correct even though their answers may be scored as incorrect. Since tests such as the ACT and SAT do not provide in-depth analyses on each student' answers to each question, instructors cannot use the scores on such tests to determine strengths in knowledge. Rather than testing ability, these forms of assessment actually only assess a student's comfort level in test taking.
Perhaps the most concerning aspects of standardized testing are the use of such tests as "tracking" devices, and the biases of such tests in favor of the white middle class male. For many schools, standardized test scores are used to place students in specific "learning tracks", which are generally maintained throughout the educational career of the student. "
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No Child Left Behind and Standardized Testing, 2006.
An explanation of the No Child Left Behind Act and its focus on schools that are capable of meeting scoring criteria for standardized tests.
2,025 words (approx. 8.1 pages), 6 sources, $ 80.95
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Abstract
The No Child Left Behind Act (NCLB) was intended to provide a federal mandate that would ensure equal educational opportunities for all children in the United States. Not since the 1965 Secondary Education Act has the United States government played such a significant role in how education will function in the country. This paper compares the primary focus of the 1965 Secondary Education Act with that of the No Child Left Behind Act. The paper explains that the Secondary Education Act focused primarily on funding and was implemented as a means of providing financial support for education by ensuring that educators cold afford the tools needed in the classroom. In contrast the NCLB primarily concerns funding for schools that are capable of meeting scoring criteria for standardized tests.
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Standardized Testing in Ontario, 2005.
A discussion on the negative effects of Ontario's standardized testing.
1,800 words (approx. 7.2 pages), 9 sources, $ 71.95
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Abstract
The paper describes how the government of Ontario appointed the Education Quality and Accountability Office (EQAO) in 1995, as an independent agency to evaluate the quality of education in the province. The paper analyzes how the EQAQ administers province-wide tests. These include the Ontario Secondary School Literacy Test (OSSLT) for Grade 10 students, reading, writing and math tests for Grade 3 and 6, and math tests for Grade 9.
From the Paper
"Mike Harris' Ontario government introduced a system of standardized testing in 2001. This was presented as being for the sake of improving the quality of education in Ontario. However it will be argued that the real point of introducing standardized testing was political, and that in fact standardized testing is bad for education, not good for it. In fact, children suffer when standardized testing is used, and the quality of their education declines. They may even be put off learning, or suffer stress that negatively impacts their natural love of learning."
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Standardized Testing, 1999.
Examines the pros & cons and provides a definition and history of standardized testing. Looking at inequities, its purpose, effectiveness, accuracy, scoring, uses, impact on students and alternatives.
2,700 words (approx. 10.8 pages), 12 sources, $ 95.95
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From the Paper
"STANDARDIZED TESTING
Standardized testing has come under attack by academicians, parents, teachers, and some politicians. However, for the majority of Americans the subject of standardized testing
remains an esoteric and vague subject, little understood and better left to the professionals . . . but, absolutely necessary. By contrast, the professionals do not agree on either the necessity or the value of standardized testing.
The issue of standardized testing is almost inseparable from
the discussion of standards, at least in the United States.
When Americans refer to "standards", we intend to identify
exactly what it is that we expect students to learn in school:
How many languages should they learn and at what level of
fluency? Which math.."
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