Constructivists understand that standard-orientation; standardized testing cannot sufficiently disclose authentic learning or knowledge. (McCarty; Davis, 1992) Standardized test is utilized to calculate the performance of a group against that of a larger group
Authentic assessments impart the student with the full range of jobs that reflect the preference and challenges found in the best instructional activities: performing research; writing, revising and discussing papers; giving an attractive oral analysis of a recent political event; working together with others on a discussion, etc. (Wiggins, 1990) Generally conventional tests are restricted to paper-and-pencil, one- answer questions
Standardized testing is usually a time consuming examination and cannot be completed fast. (Harris; Turkington, 10) standardized testing is usually conducted to assess pupils in schools either at the end of the academic year or during the academic year
Here the results are measure in "grade-point-ratio, consistency of learning and their marks with respect to the above mentioned criteria." (Immekus; Maller; Imbrie; Ningying; McDermott, S2C-3) This test is conducted at the end of an academic year, usually on first year students of a professional course to check their excellence in academics
Examination is conducted to issue testimonials for a certain course of study and evaluation is conducted among pupils to assess a student. (McNeil, 1) Evaluation does not involve the matter of certification
It is used to "check the eligibility of a student to a higher class, to judge a person who has applied for an admission to a college and to test students who apply for scholarships, prize or educational award." (Phelps, 1) the factual benefits of standardized testing include evaluation of a student on a daily basis
It is used to "check the eligibility of a student to a higher class, to judge a person who has applied for an admission to a college and to test students who apply for scholarships, prize or educational award." (Phelps, 1) the factual benefits of standardized testing include evaluation of a student on a daily basis
Teaching assignments can be planned and distributed over the academic year by considering the results of MAP test which ultimately enhances the standard of the school. (Reading, Mathematics, and Language Usage tests) In the higher studies area, the performance of students is measured using non-cognitive self thoughts which lead to the success of a student
Standardized testing is usually in order with the lessons that deal with psychology and education in the school books. (Traub, 24) 2
In reflection on the research, it is apparent that tutoring may be a necessary intervention for underachievers. Further research also reveals a relationship between tutoring and student test scores (Gildow-Anthony, 2012, p
The results pertain directly to a number of areas in educational policy, such as eligibility for funding under the No Child Left Behind Act. The Act mandates school compliancy, with the ultimate goal that "all students pass state proficiency exams in reading and math by the 2013-2014 academic year," (Rothman & Henderson, 2011, p
1991), but the more that standardized testing is considered the norm, the more accepting students will become of it and thus they will feel motivated to really do well on them. Moreover, studies have shown that standardized testing has "considerable effects, and that teachers feel considerable pressure to improve student scores" (Herman & Golan 1993)
There is reason to believe that a student who is behind may stay behind permanently because knowledge is cumulative (2010). There has been research that has pointed to students being "cynical about tests" (Paris et al
When the IEP team concurs that all four criteria accurately characterize a student's current educational situation, then the WAA-SwD should be administered in order to provide a meaningful evaluation of the student's current academic achievement (WDPI, 2011). My experiences with this system are that it effectively is able to distinguish the disabled students from the general population and provide them with adequate alternate forms of gauging their academic progress (McNeil, 2000) Sources: McNeil, L
One of the limitations was the fact that the changes to the classroom were not directly observed, but instead were left to the teacher self-assessment form which was not able to be completely objective. In a different study conducted by the University of Tennessee standardized testing was evaluated for its worth when it comes to the worth of the teachers (Goldstein, 2000)
This stress inducing accountability standard of measurement is not a true evaluation and causes the teachers undue and unnecessary stress according to the results of the University of Tennessee research. Across the nation teachers are being forced to teach to the test and many of the innovative plans that they had at the beginning of the year fall by the wayside with no time to introduce the concept let alone teach the unit (Strauss, 2001)
" In recent years educators have begun to look at the trend to use the standardized tests to measure the worth of a teacher or group of teachers and have discovered that it does not actually measure the worth. The stress that testing causes the teachers, is causing them to forgo the wonderful and innovative teaching ideas that they brought with them into the career (Puckett, 2002)
When school systems compare their scores to the scores of other school systems it can be a rude awakening or something to be proud of. It is long since forgotten that the tests are a mere indicator of a student's ability to test well or the fact that the teacher made sure the students knew the information that was going to be on the test (Charp, 2001)
" Measuring how much students have learned. While parents are of course eager to know how well the educational service is teaching their children there are problems with using a standardized test as the only means of measurement (Ediger, 1998)
In recent years the decision has been made by some school systems to remove the scores of their special education students before tallying and releasing the scores of their standardized tested students. This decision was made for the purpose of removing the ability of special education students to lower the overall scores of the systems (Kleinert, 1999)