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“Standardized testing has played an important role in U.S. education from the debut of “intelligence tests” in the 1920s through the development of aggregated data on student achievement beginning in the late 1960s. With each expansion, standardized testing has drawn criticism about the reliability of the information and its use or potential misuse.” (CQ Researcher)
Do you think high school students should be required to take a standardized test to receive their diplomas? Why or why not?
Some states only include remedial math, such as pre-algebra and geometry, and reading comprehension on exit exams. Other states test students in more subjects, such as biology and government. What do you think are the most important learning areas or skill sets to include on exit exams for high school students?
Under the No Child Left Behind Act, states can independently decide what students should be tested on in large-assessment standardized tests. Some education experts have proposed instituting national goals to govern student curriculums across state lines. Do you think it should be left to states to decide what to test students on? Or should exit exams be standardized nationwide?
Do you think setting academic standards for each grade helps students? Do you think those standards should be set locally, by state governments, or nationally?
How might some standardized tests be harder for students whose first language is not English or students with learning disabilities? Should policy makers hold those students to the same standards as the rest of their class?
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African Americans and Standardized Tests by Veda JairrelsWith a surprisingly honest and hard-hitting approach, this volume postulates that a lack of reading experiences in the African American household is the true cause of low scores on today's standardized tests. The discussion stresses the significance of literacy in a child's future and the importance of parental involvement toward shaping that future. In an educational climate where most of the blame for a child's poor performance is placed upon the teachers, the curricula, and the social structure of the schools, this discussion ultimately places the responsibility back in the hands of the family and offers them suggestions for improvement. It also provides reccomendations for educators, churches, concerned citizens, and Black Greek sororities and fraternities.
Publication Date: 2009-04-01
Defending Standardized Testing by Richard P. Phelps (Editor); Linda A. Bond (Contribution by); Mary Lyn Bourque (Contribution by); Chad W. Buckendahl (Contribution by); Gregory J. Cizek (Contribution by); Linda Crocker (Contribution by); George K. Cunningham (Contribution by)The education reform movement of the past two decades has focused on raising academic standards. Some standards advocates attach a testing mechanism to gauge the extent to which high standards are actually accomplished, whereas some critics accuse the push for standards and testing of impeding reform and perpetuating inequality. At the same time, the testing profession has produced advances in the format, accuracy, dependability, and utility of tests. Never before has obtaining such an abundance of accurate and useful information about student learning been possible. Meanwhile, the American public remains steadfast in support of testing to measure student performance and monitor the performance of educational systems. Many educational testing experts who acknowledge the benefits of testing also believe that those benefits have been insufficiently articulated. Although much has been written on standardized testing policy, most of the material has been written by opponents. The contributing authors of this volume are both accomplished researchers and practitioners who are respected and admired worldwide. They bring to the project an abundance of experience working with standardized tests. The goal of Defending Standardized Testingis to: *describe current standardized testing policies and strategies; *explain many of the common criticisms of standardized testing; *document the public support for, and the realized benefits of, standardized testing; *acknowledge the limitations of, and suggest improvements to, testing practices; *provide guidance for structuring and administering large-scale testing programs in light of public preferences and the "No Child Left Behind Act" requirements; and *present a defense of standardized testing and a vision for its future. Defending Standardized Testingminimizes the use of technical jargon so as to appeal to all who have a stake in American educational reform.
Publication Date: 2005-02-17
Making the Grades by Todd FarleyThe No Child Left Behind Act uses the phrase scientifically-based research more than 100 times when discussing standardized testing, but Making the Grades raises serious questions about the validity of many large-scale assessments simply by describing one man's career in the industry. This first-hand account of life in the testing business is alternately edifying and hilarious.