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Jessie warfeldiscussion4
Jessie warfeldiscussion4
Jessie warfeldiscussion4
Jessie warfeldiscussion4
Jessie warfeldiscussion4
Jessie warfeldiscussion4
Jessie warfeldiscussion4
Jessie warfeldiscussion4
Jessie warfeldiscussion4
Jessie warfeldiscussion4
Jessie warfeldiscussion4
Jessie warfeldiscussion4
Jessie warfeldiscussion4
Jessie warfeldiscussion4
Jessie warfeldiscussion4
Jessie warfeldiscussion4
Jessie warfeldiscussion4
Jessie warfeldiscussion4
Jessie warfeldiscussion4
Jessie warfeldiscussion4
Jessie warfeldiscussion4
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Jessie warfeldiscussion4

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  • Slide 1: Hook/attention grabber: Intro image taken from Geralt, 2013, April 25. Plate, school blackboard empty leave chalk old. http://pixabay.com/en/plate-school-blackboard-empty-106588/
  • Slide 2: Hook/attention grabber: Begin the topic with a piece of information discussing how standardized testing adversely affects students. Image taken from Geralt, 2013, March 14. Ball silhouettes men slide roll annual report. http://pixabay.com/en/ball-silhouettes-men-slide-roll-93118/
  • Slide 3: Continue elaborating of this piece of information. Go more into detail. Transition into the big idea. Statistically, a question that creates the most score spread on standardized achievement tests is one that only about half the students answer correctly. These tests demonstrate not what children learn but what the student themselves have to offer.
  • Slide 4: What ’ s in it for your audience? Explain why your topic is important or worth discussing. Standardized testing in schools is inadequately evaluating our children while attempting to make our schools look good.
  • Slide 5: What ’ s in it for your audience? What are standardized tests, began in 1965, when the Elementary and Secondary Education act went into place. Standardized tests are used to evaluate how well schools are doing at educating students Under the ESEA schools had to provide proof in order to receive funding. (Popham, 2005). Explain why your topic is important or worth discussing. It is a nationwide problem, PSSA ’ s, SAT ’ s and the ACT. They are set to evaluate how well Schools are doing at teaching children. They are also using these tests to determine what students know. These tests cause undue anxiety and isolation. Photo taken from tpsdave, 2013, February 25. Boston public library Boston Massachusetts people. http://pixabay.com/en/boston-public-library-boston-85885/
  • Slide 6:Why should your audience listen to you? Explain your ethos (personal experience, expertise, and credibility). This is a picture of my fiancé, our daughter and I at Williamsburg. It was taken by my mother in law. My audience should listen to me because I was a student and went through the standardized testing. I was also placed in remedial classes because of these tests. I now have a daughter that will eventually take these tests and I wonder how beneficial they will be to her long term education. I also wonder how they will impact her schooling and ability to learn.
  • Slide 7: Call to Adventure: With current research and parental outburst at the way students are tested we can find many reasons as to why standardized tests do not accurately evaluate our children’s knowledge and our school systems ability to educate students This photo was taken from Public domain pictures, 2012, February 29. Adult book education female girl intelligent. http://pixabay.com/en/adult-book-education-female-girl-18598/
  • Slide 8:Preview the three main points that will support your big idea 1)    Standardized tests are limited in their ability to adequately evaluate students. 2)    They promote differences as needing to be corrected rather then building on strengths and weaknesses. 3)    The emotional and mental distress it puts on students.
  • Slide 9: Introduce and set up Supporting Point One: Standardized tests are limited in their ability to adequately evaluate students. Teachers and assessment experts develop questions and distinguish how fair they are, whether they adequately cover a topic and if they are biased. The questions that pass through the teachers and experts are then given to students in a sample test. They then gauge the sample test and how well students did and if corrections need to be made, they are, (Kastenbaum, 2012) this image was taken from public domain pictures, 2013, February 21. Baby boy childhood computer concept. http://pixabay.com/en/baby-boy-child-childhood-computer-84626/.
  • Slide 10: Factual or emotional evidence There is no US agency to overlook and audit the testing companies making mistakes difficult to detect. Judge Myron Thompson found many irregularities in the test development and pilot testing. One of these was the mathematical manipulation of the pass rate from one that was unacceptably low to one that was politically viable. Judge Thompson found that in making this change, the state “ knew that the examinations were not measuring competency”
  • Slide 11: Factual or emotional evidence: “ McGraw Hill determined that a programming error caused the percentile rankings on the TerraNova to be too low at the lower end of the scale and too high at the upper end. As a result, approximately a quarter of a million students in six states were given the wrong national percentile scores” Introduce and set up Supporting Point Two
  • Slide 12: They promote differences as needing to be corrected rather then building on strengths and weaknesses. “ It’s made testing, somehow, the central activity of American public schools today, which is just so wrong.” (Kastenbaum, 2012) This photo was taken from Nemo, 2012, April 18. Education presentation office girl person. http://pixabay.com/en/education-presentation-office-girl-36911/
  • Slide 13: Factual or emotional evidence: These tests need to provide plenty of differences between scores. A question that creates the most score spread on standardized achievement tests is one that only about half the students answer correctly. Test developers have noticed a correlation between a students ability to answer a question correctly and their socio economic status. (Popham, 2005)
  • Slide 14: Factual or emotional evidence; standardized tests were designed to determined how an individual will do under specific circumstances. Standardized tests are commonly used to measure intelligence and to assign labels indicative of a student's future prospects. (Zalan, 2013)
  • Slide 15:Introduce and set up Supporting Point Three: The emotional and mental distress it puts on students. refers to poor performance on standardized, multiple-choice tests, not testing well. This Photo is from werner22brigitte, 2012, September 12. Steinbach Mennonite Heritage Village Manitoba. http://pixabay.com/en/steinbach-mennonite-heritage-village-56642/.
  • Slide 16: Factual or emotional evidence. Common responses to stress, include disturbed sleep patterns, tiredness, worry, irregular eating habits, increased infections, and inability to concentrate. Can also cause decreased memory capacity and selective atrophy in the brain.
  • Slide 17: Factual or emotional evidence. Younger students tend to exhibit stress that causes them to act out, crying, emotional outbursts, wetting themselves or flu like symptoms.
  • Slide 18: Call to Action We need to educate ourselves in order to understand the harm these tests are having on our children.
  • Slide 19: Summarize the main points 1)    Standardized tests are limited in their ability to adequately evaluate students. 2)    They promote differences as needing to be corrected rather then building on strengths and weaknesses. 3)    The emotional and mental distress it puts on students.
  • Slide 20: Restate big idea: Standardized testing in schools is inadequately evaluating our children while attempting to make our schools look good. This photo was taken from tpsdave, 2013, February 14. Iraq school children learning education classroom. http://pixabay.com/en/iraq-children-school-learning-81479/.
  • Slide 21: Clincher/new bliss (page 44) By eliminating standardized tests and judging students off of their grades and hard work we can eliminate students being poorly discriminated and anxiety over unnecessary pressure. This photo was taken from tpsdave, 2013, February 14. Children black and white 1920’s boys girls. http://pixabay.com/en/children-black-and-white-1920s-boys-81487/.
  • Transcript

    • 1. Standardized Testing and it’s Impact on Students Jessie Warfel
    • 2. SAT & ACT = College Grades Standardized Achievement Tests = Acquired Knowledge & Skills
    • 3. Instructionally insensitive
    • 4. Standardized testing in schools is inadequately evaluating our children while attempting to make our schools look good.
    • 5. 1965: Elementary and Secondary Education Act Evaluate schools Produce evidence or no money
    • 6. Limited Promote differences distress
    • 7. State knew the test was not evaluating students accurately. Nothing was done!
    • 8. 25,000 students placed in the wrong percentile
    • 9. 50/50 Socio-economic
    • 10. Measure intelligence Assign Labels
    • 11. Disturbed Sleep Tiredness Worry Irregular Eating Habits Infections Inability to Concentrate
    • 12. Crying Outbursts Wetting their pants Flu-like Symptoms
    • 13. Limited Promote Differences Distress
    • 14. Current Grades Current Course Work Hard Work

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