In today's educational system, standardized testing under the No Child Left Behind Act of 2001 (NCLB) is a main part of how the nation assesses our children's performance in school. This form of testing which is mandated under NCLB gives an inaccurate assessment of how well a child is learning classroom material. There are many alternatives that would not only help to accurately assess a student's performance, but would also help to reform our current educational system to be more efficient and productive in educating today's youth. These alternatives can be put in place in conjunction with the standardized testing under NCLB and therefore would not jeopardize the President's law. If this proposal is implemented the benefit our educational system would receive would be immeasurable as it would influence future generations by improving their education. Though there are many criticisms of standardized testing that will be explored presently, it is a way to easily assess a nation's overall educational performance even while it is inadequate for assessing on an individual basis.
[...] Dobbs also mentions that other countries that placed higher in the ranking have completely phased out standardized testing in favor of other assessments (A01). This demonstrates that our educational standards do not have to be based solely on one form of testing. In the PISA study conducted in 2000 the U. S. was ranked overall much higher than it is today. In the various graphs shown in the results of the PISA study of 2000 entitled “School Factors Related to Quality and Equity,” the U.S. [...]
[...] Kris Hemmings answered the question you had alternative assessments would you use and she replied, I did have alternate assessments that would meet higher and lower students performances, then I would get rid of standardized testing” (n.p.). Both of these women, one a mother and the other, a teacher, are concerned with our use of standardized testing. This proposal would provide the parents and the teachers with an alternate means of assessing their children's performance. The proposal is feasible if the proper funds can be found and allocated. [...]
[...] Also, she states that while standardized testing “gives a baseline for the teachers and parents, the test is not accurate for everybody, it isn't tailored for everybody” (Hemmings n.p.). Even with class sizes of 15-17 children, Hemmings finds it hard to spend any extra time with children who need the extra help one on one. She states that, “Some children require individual attention and we can't give them the time” (n.p.). Parents are the ones who are expected to give their kids the one on one time, but as Sandy Bush, concerned parent of a 4th grader in Anne Arundel County says, that expecting the parents to take the role of teacher is creating a low rapport between parents and their children. [...]
[...] According to FairTest, standardized test scores are only reliable if the scoring is done by a machine (What's Wrong n.p.). They state that “What items to include on the test, the wording and content of the items, the determination of the "correct" answer, choice of test, how the test is administered, and the uses of the results are all decisions made by subjective human beings” (What's Wrong n.p.). This means that there are going to be errors because the only objective scoring is when machines are used. [...]
[...] To this effect, I propose that more funding be allocated to the Maryland public school system, so that alternative assessments can be offered with standardized testing and that schools can start improving the classroom environment as mentioned above. The benefits from these changes will be immeasurable and will also help to ensure our children's future and better their current education. Works Cited Facts About K-12 Education Funding.” U.S. Department of Education. Graph Aug
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