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The paper provides a review of the literature concerning standardized testing in general and what other approaches can be used to ensure that standards are being met. The paper shows how high stakes standardized testing approaches are becoming increasingly commonplace in the nation's schools, and teachers run the risk of "teaching to the test" rather than providing their students with the type of education that is needed in the 21st century. The paper also finds that while portfolios and other assessment techniques such as capstone projects are more complex and difficult to administer, they provide a more comprehensive and accurate way to determine how well students are learning and where they may need help.
Review and Discussion
Review and Discussion
From the Paper:"Based on their empirical observations and a study of the effectiveness of establishing standards first, Turner and Rios conclude that, "Given the high-stakes nature of such tests, it seems imperative that educators begin and continue to implement more inquiry activities within their classrooms. In so doing, students stand to gain a better grasp of the material while attaining the valuable content knowledge and reasoning skills necessary for success on standardized tests" (p. 141). In other words, by ensuring that students learn according to established standards, the results of standardized tests will take care of themselves. This is a scary proposition for some educators, though, who want to simply rely on the results of such tests to gauge how well their students are absorbing the curricular offerings being delivered. This point is made by Sacks (2000) who emphasizes that, "Unfortunately, the public largely accepts the legitimacy of this tool of the meritocracy, believing the exams are accurate predictors of success for individuals and good measures of the quality of our schools. This erroneous view is reinforced constantly in our culture" (p. 2). Much of the research to date has challenged the efficacy of standardized testing in assessing student ability. For instance, Sacks adds that, "Educational researchers have found that such tests have proven to be of dubious value in predicting one's ability to perform on practical tasks that really matter" (2000, p. 2)."
Sample of Sources Used:
- Blasi, M. (2005). Standardized tests: A teacher's perspective. Childhood Education, 81(4), 242- 243.
- Garcia, N. & Fleming, J. (1999). Are standardized tests fair to African Americans? Journal of Higher Education, 69(5), 471-472.
- Neill, D. M. (1999). Transforming student assessment. Phi Delta Kappan, 78(1), 34-35.
- Sacks, P. (2000). Standardized minds: The high price of America's testing culture and what we can do to change it. Cambridge, MA: Perseus Publishing.
- Thompson, G. L. (2007, January-February). The truth about students of color and standardized tests: In order to understand the black-white achievement gap, hearing from students of color, especially about standardized tests, can be extremely beneficial. Leadership, 36(3), 22-23.
Cite this Term Paper:
Student Assessment and Standardized Tests (2012, June 11) Retrieved July 20, 2019, from https://www.academon.com/term-paper/student-assessment-and-standardized-tests-151503/
"Student Assessment and Standardized Tests" 11 June 2012. Web. 20 July. 2019. <https://www.academon.com/term-paper/student-assessment-and-standardized-tests-151503/>