Why Is Standardized Testing Failing

Why Is Standardized Testing Failing
Standardized Testing is Failing
More than a decade after President George W. Bush passed the No Child Left Behind Act in efforts
to improve the United States's performance in education, the nation is still only ranked 27th in math
and 17th in reading internationally. Amazingly average. The question is, how can the United States
improve its ranking? The federal government turned to standardized testing to assess students, as
NCLB mandated annual standardized testing for all students in grades three through eight. However,
overwhelming evidence and arguments clearly show that standardized testing does not improve
education in the United States. The education reform made in the past decade, which focuses on
standardized testing, has not improved ... Show more content on Helpwriting.net ...
But, a standardized test does not do either accurately. Studies conducted in the past decade have
shown discrepancies in the evaluation of teachers. For example, in a September 2010 report made
by the Annenberg Institute for School Reform, they tested the same students, teachers, subjects,
during the same time of year, but used two different tests. Over 17% of Houston teachers that were
ranked at the top of the Texas Essential Knowledge and Skills reading tests were ranked among the
lowest two categories on the Stanford Achievement Tests. Even with the top teachers, there are
many different factors that contribute to a student's performance on a standardized tests. And
measuring a student's achievement using tests given in only a small piece of the school year cannot
give the whole picture of a student's education. Also, out–of–school factors contribute greatly to a
student's performance, such as race, class, disabilities, and knowledge on the English language. In
fact, researchers calculated that a teacher's influence on student test scores ranges from 1% to 14%.
Then, why are we still evaluating teachers using standardized tests? If standardized tests do not even
do the job they were supposed to do, then it is not an effective way of improving the education of
Americans
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Wide Range Achievement Test-Four Paper
This paper defines and critiques the Wide Range Achievement Test–4 (WRAT–4). The first test
edition was created by Joseph Jastak and Sidney Bijou in 1941 and was published in 1946. "The
WRAT–4 was developed and published by Dr. Gary S. Wilkinson and Dr. Gary J. Robertson in
2006" The age group suitable for the test, is 5–94 years. The purpose of the test is to gauge
individual or group ability in reading, word comprehension, sentence comprehension, spelling, and
math computation. The entire test kit is available for $325 and consists of the following:
"Professional Manual, Blue Test Forms (25), Green Test Forms (25), Blue Response Forms (25),
Green Response Forms (25), Blue Sentence Comprehension Test Forms (25), Green Sentence
Comprehension

Woodcock-Johnson 4 Test Of Achievement Analysis
Achievement Tests The Woodcock–Johnson IV Test of Achievement (WJ IV) is used for individual
ages two to ninety years old. A major strength of this assessment is that it provides a broad coverage
of skills that can be assessed for the child to truly learn their strengths and weaknesses. For English
as a Second Language students, the administrator can administer certain clusters of subtests to
determine a child's cognitive–academic language proficiency. Also, the test has many
accommodations listed to help when testing English Language Learners, visual impairments, and
other disabilities to provide the best testing environment for the student. A weakness of this
assessment is that since so many subtests exist, it can become very easy to over ... Show more
content on Helpwriting.net ...
A major strength of this assessment is that this assessment has a Nonverbal Index. This is beneficial
for students who are not yet proficient in the English language or struggle with language.
Administering the Nonverbal Index allows the administrator to gain a better understanding of the
child's abilities because their language issues are not working against them with this test. Also, this
assessment has two theories of intelligence that can be tested: the Luria neurological processing
theory and Cattell–Horn–Carroll (CHC) theory of intelligence. With the Luria Model, you will
obtain the Mental Processing Index of Learning Ability, Sequential Processing, Simultaneous
Processing, and Planning Ability. With the Cattell–Horn–Carroll model, you will obtain the Fluid–
Crystallized Index with the areas of long–term storage and retrieval, short–term memory, visual
processing, fluid reasoning, and crystallized ability. This assessment is also more child–friendly
because of the visuals throughout the test. A weakness of this assessment is the administrator will
not be able to obtain a score for auditory processing and processing speed with this assessment,
requiring the administrator to utilize another intelligence assessment. This assessment has two
intelligence theories options to choose from: the Luria

Neuroscience Personal Statement
My interest in Neuroscience began with the exposure to learning brain structures and its functions,
which increased the understanding the brain structures and its relation to behaviors of people. Ever
since then, I had enjoyed learning about the brain, its function, and how it relates to behavior,
emotion, and cognition. During my exposure to learning and cognition classes, I enjoyed learning
about neurological disorders and impairments that affects the brain. I enjoy learning about the
various neurodevelopmental and neurological disorders and its treatments. I am interested in the
pediatric and geriatric neurological disorders and their impacts to cognitive functions and the skills
needed to effectively treat and diagnose patients with acquired and developmental neurological
disorders or impairments. Thus, I have become more interested in the field of Neuroscience during
my undergraduate psychology degree. ... Show more content on Helpwriting.net ...
I have been exposed to the several clinical personality tests such as the Minnesota Multiphasic
Personality Inventory (MMPI), the Millon Clinical Multiaxial Inventory 4 (MCMI), and the
Personality Assessment Inventory (PAI), and have learned to score these clinical assessments.
Although I do not have the full expertise of a clinical psychologist, I have been exposed to the
practices that will prepare me for the clinical work required in my training to be a Clinical
Neurologists and possibly a Clinical

The Writing Samples Test
The Writing Samples test measured Kenny's ability to write responses to a variety of demands.
Kenny was provided with an image, and then required to complete a sentence by filling in a missing
word. On the final task, he was required to write a complete sentence with age–appropriate
vocabulary. On the Writing Samples test, Kenny was able to write simple sentences 4–11 words in
length. However, he did not demonstrate this proficiency on all of the attempted items. He relied
heavily on pronouns or his sentences contained limited content. Kenny's writing ability is impeded
by his difficulty with encoding rather than lack of ideas. For example, the following sentence took a
great deal of effort for Kenny to write, "The ball mite hit me because

Standard Scores
2. What is a standard score?
A standard score is a scores that enables us to refer to the performance of an individual pupil in
relation to the whole population where the mean is 100 and the standard deviation is usually 15. It
also allows schools to base their assessments per school year. This is due to standarised scores
taking into account the age of the pupil. A pupil in year 9 that has a date of birth of September would
generally be expected to get a higher raw score than a pupil born in July, both pupils being in the
same academic year. However, when calculating the standard score the age will be taken into
account. This ensures that relevant interventions/arrangements can be put in place for pupils based
on the standard score.
3. What scores are considered to fall within the average range?
Standardised scores that are ... Show more content on Helpwriting.net ...
One standard deviation is usually represented by 15 points from the mean. 2 standard deviations are
calculated usually by 30 points from the mean.
One standard deviation away from the mean in either direction represents around 68% of the
population that took that test. Two standard deviations away from the mean represent 95% of the
population.
8. What is reliability? What reliability should we choose when selecting a test?
Reliability of a test is measured by how accurate and consistent that test is when measuring a target
skill. For a test to be reliable it must have reliability of 0.8 or over. A reliable test should give us a
consistent score every time it is completed, i.e. if it a pupil was to complete the same test that was
delivered by 2 different assessors on 2 different days, a reliable test should still give us the same
outcome on both tests on both days.
9. What is validity? Name and describe the three mains types of validity.
Validity is a measurement of how well a test measures the skill that needs to be

ABAS-IV: A Case Study
In order to obtain information about the client, a clinical assessment was completed that included the
administration of several necessary psychological tests. Of the test administered, the Wechsler Adult
Intelligence Scale Fourth Edition (WAIS–IV), Wide Range Achievement Test 4 (WRAT4), Adaptive
Behavior Assessment System, Second Edition (ABAS–II), and the Adult Substance Abuse Subtle
Screen Inventory– 4 (SASSI–4) were included.
According to Pearson Education (2017), WAIS–IV can be purchased and administered by a
professional who either holds a doctorate degree in psychology, education, or a closely related
fields, holds a licensure or certification to practice in the related fields in their state, or has a
certification by or a full active

Standardized Testing
GED, SAT, ACT, and more test are standardize tests. Students need to take this test in order to
graduate from high school or college. In American society, standardize tests are test that schools use
to measure students' academic achievement, or to show whether students are ready to progress to the
next stage of their educations. While the test is designed to measure student's ability, many people
are concerned about the use of the tests. Standardize test can measure students' knowledge, but it is
not meant to be testing students' creativity and other skills. I believe that the schools should not over
use the standardize tests because standardize tests can only measure small part of education. Also,
the test does not value diversity and is unreliable ... Show more content on Helpwriting.net ...
There are wide range of students who take the tests. They have different culture and backgrounds,
different way of learning or thinking, different past experience, and different level of English
proficiency (Katherine 4). All these factors can affect the result of the test. Sometimes, the students
way of thinking is different or their past experience is different that make them choose the wrong
answer. The tests is the same no whether where you are from. That might put the test taker who do
not have English as their first language in a disadvantage. These kind of student test the test before
they even master English. It will certainly affect their performance on the test. It might be because
they do not understand some word in English that make them unable or choosing the wrong answer.
It is unfair for those people. The test also create social inequality. The standardized test has become
bias because certain group or people has advantage over the other

Should Students Take Standardized Testing
Should students take standardized tests A question most students ask is why do we take standardized
tests and is it needed in life, studies have shown that "93% of studies on student testing, including
the use of large–scale and high–stakes standardized tests, found a "positive effect" on student
achievement" according to a 100 year analysis of testing research by Richard P. Pelps. Another
reason is most students get plenty of time to prepare for the test with test prep, also if you fail the
first time you can pay to retake and with a little more studying can easily raise your test grade. Final
reason most people believe it provides an accurate measurement of a student's performance and a
teacher's effectiveness. Standardized Tests

Kwesi Murigande. 101005760. Reflection Paper. Currently
Kwesi Murigande
101005760
Reflection Paper
Currently due to the internet, access in a wide range of information we live in a time where
advancements about the knowledge of humans, communication amongst each other, transportation
and overall quality of life has been its best it has ever been. Because of the availability of this
information innovation has taken place in all most all facets of life to make society better. Contrary
to above there are still that refuse to innovate, the biggest problem for many companies is
motivating employees to be as productive as possible. I chose the topic of motivation because in
almost every job I have had I've noticed the lack of motivation in the work place. The role of
fostering motivation is pivotal, ... Show more content on Helpwriting.net ...
Those who showed high level need for power have a strong need to work in positions that allow
them to lead and influence others. Lastly, the need for achievement want to take personal
responsibility for their success or failure. High n–achievement tend to become entrepreneurs or
small business owners. If employers where to implement this theory in the hiring process people
would be working jobs more suited to their needs in turn rising the level of productivity. McClelland
Theory help me realize what truly inspired me was achievement. Ever since I was young I always
worked better alone because the only way I felt comfortable failing was when it was fully on my
own account. Entering high school from grade 9–11 I was very focused and was a well–rounded
student. I did extra curricula's and maintained a 3.45 grade point average and I always set a high
standard for myself. In Grade 12 I moved back to Canada I struggled I went through depression
because I wasn't achieving what I wanted to achieve. I was down about myself and in addition to
that I was adjusting to a completely new school. At that time, I was taking high school courses in the
sciences and I was receiving very mediocre grades. Through trial and error, I realised that business
was an area that genuinely interested me. I had to look at achievements through a different lens.
Achievements can be smaller and less substantial for example, asking myself if I am learning and If
I am progressing. In addition

Short And Long Term Effects Of Malnutrition In Children
Malnutrition can affect the normal physiological function of the neurologic system in many ways.
Something that is alarming about malnutrition related neurological disorders is most of them can be
prevented and therefore they are of public health concern. Lasting affects of malnutrition on the
neurological system happen more with kids then adults. Throughout this paper I am going to talk
about the affects that malnutrition can have on the neurological system in a short and long term
basis. Major dietary nutrients are needed by all living things especially humans, these can be
grouped in to two categories macronutrients and micronutrients. "The macronutrients are the
energy–yielding nutrients proteins, carbohydrates and fat and micronutrients are the vitamins and
minerals. The ... Show more content on Helpwriting.net ...
A malnourished child maybe smaller then most kids their age they may also be said to be "wasted"
and the child's growth may be stunted. Both of these conditions can cause neurological disturbances
in children. If a child continues to be malnourished it can cause poor developmental achievement in
young children and poor school achievement or intelligence levels in older children. Long term
effects of malnutrition can cause children and adults to have a lack of energy so they don't get out
and do as much or interact with others around them which impairs their physical, mental and
cognitive development. "An increasing number of studies consistently show that stunting at a young
age leads to a long–term deficit in cognitive development and school achievement up to
adolescence. Such studies include a wide range of tests including IQ, reading, arithmetic, reasoning,
vocabulary, verbal analogies, visual–spatial working memory, simple and complex auditory working
memory, sustained attention and information processing." A child that becomes seriously wasted,
that alone can be life threating to the individual. Even if the person is at the hospital the risk of
dying still remains very

Summer Learning Loss: Future Research
Working Definition
When looking into the field of summer learning loss (SLL) there isn't much debate on if it exists, but
there is slight variation in how to described it. In "Using Curriculum–Based Measurement to
Examine Summer Learning Loss" SLL is explained as "an achievement gap among students based
on family income, ethnicity, and home language that is present at the commencement of schooling
and persists throughout all levels of education." (Patton & Reschily, 2013). The notion that SLL is
related to a student's socioeconomic status (SES) is a concept that was accepted across the entire
field. The definition provided by Patton and Reschily is similar to how SLL is expressed in
"Summer Learning and its Implications." In this journal, ... Show more content on Helpwriting.net
...
In "Summer Learning and its Implications" suggested that providing a summer outlet for low SES
students with similar school materials and structure would aid in reducing SLL. Other suggestions
include extending the school year, providing more cost friendly activities, and making the prospect
of summer school more appealing to low–income students (Alexander, et al., 2007). Patton and
Reschly propose that in the future research there should be an emphasis placed on the "recoupment,
longitudinal studies of loss, and prevention". They identify that when looking at these different areas
it's crucial that the multiple facets that impact them are also looked at, such as grade levels,
subgrouping, when most academic growth occurs, and the type of instruction that will work best.
Since the Kolose study didn't directly measure the achievement loss of students, their future research
is different than those suggested in the previous studies. Kolose identifies three major areas that
need to be improved in order to decrease the SLE. First, there needs to be greater access to resources
for low SES students. Second, efforts need to be made by both teachers and parents to increase the
motivation and engagement that high SLE have for reading. Finally, high SLE students need to be
provided with additional support and guidance when choosing appropriate books and building their
independent reading skills. While each study proposes different means to decrease SLL, they all are
identifying ways to make this goal

Negative Stereotypes In Schools
Imagine you were told by society that because you are a female, you are not able to perform as well
as a male profile. How would this affect your mentality? Stereotypes like this one can negatively
affect one's performance. Although many students at VCIS felt negatively stereotyped at some point.
Most students hold a growth mindset and don't let the negative stereotype affect their performance
in school. In the article "How a Self Full–Fulfilling Stereotype Can Drag Down Performance",
Shankar Vedantam defines stereotypes as follows, "When people are threatened by a negative
stereotype they think applies to them, they can be subtly biased to live out the stereotype"
(Paragraphs 7–9). Vedantam found that stereotype threats are everywhere and

How Human Development Research Should Inform Educational...
The Best Schools: How Human Development Research Should Inform Educational Practice by
Thomas Armstrong
The Best Schools: How Human Development Research
Should Inform Educational Practice
Introduction
Human Development attracts a wide range of researches which play a crucial role in defining the
stages between childhood and adolescence. In the Human Development course, educational
practitioners must pay special attention to the highly pronounced differences in physical, spiritual,
and cognitive needs of children. They should come up with appropriate educational practices that
deal with students' developmental requirements. Therefore, it is not right to judge students' progress
using ... Show more content on Helpwriting.net ...
Finally, there are unique developmental features that are specific for every level, such as
uncommitted cortex that is common for preschoolers; social context which is typical for
elementary–school pupils; puberty experienced in the early stages of adolescence; and lastly, the
proximity to adulthood seen in high school students.
Furthermore, the pressure for students to score high grades academically results in the educators to
lose focus on the appropriate educational practices. Therefore, the demands for high scores in tests
causes stress among 12th grade students, violence among 8th graders, low attention among 3rd
grade students, and a robbed childhood among 4–year olds.
Summary
In most cases, educators perceive the ultimate educational goal in schools as pushing the students to
score high grades in tests. Therefore, they strain to attain high scores prompting learners to respond
by cheating in tests and taking psycho–stimulants to meet the targets. This kind of pressure plays a
major role in urging the students to abandon the learning adventure. For instance, an Act established
in 2001 calls for schools to ensure that students score high proficiency in Mathematics, Science, and
Reading; hence, schools are required to make adequate annual progress until all its students achieve
one hundred percent excellence. The Act also warns schools about certain penalties, in the case they
fail to maintain

The Importance Of Individual Achievement Tests
one in clinical or school settings. Group achievement tests might also be considered as educational
achievement tests, since these instruments are apparently employed in academic settings. On the
other hand, individual achievement tests may be an important measurement tool in the diagnosis of
learning disability. Not only do these tests render documentation of impaired scholastic performance
in crucial areas as reading, writing, and numerical ability, some achievement tests can aid in
identifying certain skill deficits relative to learning disabilities. In an ideal manner, individual
achievement tests should be used in conjunction with other measurement tools, especially
intelligence tests. According to Aiken (2003b), any test of ability (general intelligence, special
abilities, achievement) actually assesses what people have achieved. Specifically, the items on
intelligence and special abilities tests require test takers to manifest some accomplishment, just like
those on achievement tests. Educational achievement tests often serve as reliable predictors of
school marks compared to tests of intelligence and special abilities, but still cannot completely
replace them. It is notable to mention that the individual's attainment measured by general
intelligence tests are indeed broader and the products of less formal and usually less recent learning
experiences compared to the ones measured by standardized achievement tests (Aiken, 2003c).
Cohen et al. (2013b) regarded that the

Minnesota Multiphasic Personality Assessment Analysis
Tests are assessing a person by using many techniques to gather a data. Also, it is a procedure to
make sure the quality, performance, and reliability of something before using widely. "Tests offer an
additional venue for helping us understand the ability and personality of our clients" (Neukrug,
2011, p. 397). Tests can be beneficial in goal setting and treatment planning. In the end of the
nineteenth century, Alfred Binet developed one of the first tests. "A test provides only part of the
picture about a person. On the other hand, assessment process combines and evaluates all the
information gathered about an individual or a group of individuals to provide guidance" (U.S.
Department of Labor Employment and Training Administration, 2006, p. 12) Assessment is very
wide range and many techniques to assess an individual. It is a systematic approach to gathering
information about an individual. For example, to ... Show more content on Helpwriting.net ...
There are three types of assessments under its objective personality tests, projective techniques, and
interest inventories. Objective personality tests measure primarily psychopathology. Also, it uses a
restricted response format such as true/false or yes/no questions. Minnesota Multiphasic Personality
Inventory (MMPI) is a popular objective personality test. Projective techniques measure using
unstructured stimuli such as inkblot, sentence completion, drawing, and develop a story. This
technique allows for individual to response in a broad range which represent conscious and
unconscious drives. Interest inventories are used widely in career counseling to determine the like
and disliked of a person. For example, if an individual chooses a career that matches his or her
personality, he or she is most likely to satisfy in that career. Most popular assessments are self–
Directed Search and Strong Interest

Student Testing Needs a Revision
Get out your number 2 pencils kids; it's time for a test! For more than 50 years standardized tests
have been a bane of student life in America. With the initiation of the No Child Left Behind law
there is more pressure being put on students and teachers to do well on these tests. Unfortunately,
the standardized testing only gives a small look into what a student is learning. Standardized testing
is ineffective, and there are other options out there that can be used to evaluate the American
education system.
Standardized testing is used in every school and in nearly every grade in the United States. They are
used to judge the performance of students and to determine the proficiency when compared to their
peers. A teacher's performance is also evaluated based on the results of their student's tests.
A fundamental problem with standardized testing is how they were developed. In 1026 the SAT, or
the Scholastic Aptitude Test, was introduced. This provided a much faster way to test college
applicants. In December of 1941 America's involvement in World War II began. The College
Entrance Exam Board decided that because of the war there should be no more leisurely test taking,
and voted for the implementation of the use of the SAT as the faster standard by which all students
would be tested. Essay questions were added back to the SAT in 1955.
Essential testing was developed to provide a fast way to evaluate students in a time of crisis. The
crisis has past and yet this

The Pros And Cons Of General Intelligence Tests
It is notable to mention that the individual's attainment measured by general intelligence tests are
indeed broader and the products of less formal and usually less recent learning experiences
compared to the ones measured by standardized achievement tests (Aiken, 2003c). Cohen et al.
(2013b) regarded that the primary purpose for this kind of measure is that it focuses on the test
taker's level of comprehension in the different subject matters. These types of tests are commonly
structured to include several subject areas divided into subtests and are most typically identified as
test batteries. Interestingly, achievement tests often serve as better predictors of school ratings than
tests of intelligence or special abilities. This does not connote, however, that test of achievement in a
specific subject can entirely replace tests of intelligence and special abilities. The accomplishments
or achievements determined by general intelligence tests are usually extensive and formed by less
formal and probably less recent learning experiences than those measured by standardized tests of
achievement. Moreover, for the reason that achievement tests usually evaluate knowledge of
information that has been methodically taught, scores on these tests are more influenced by
coaching than scores on intelligence tests.
There are a number of purposes carried out by achievement tests, the basic one is to determine how
much an individual know about certain topics or how well one can perform

Review of Woodcock Johnson III Diagnostic Reading Battery...
Review of Woodcock Johnson III Diagnostic Reading Battery and
Critique the Test
Abstract
The report will critique Woodcock Johnson III Diagnostic Reading Battery (WJ III DRB) and
compare my report to the Mental Measurement Yearbook (MMY). The assessment will include the
evaluation, in relation to Woodcock et al.'s (1989) WJ III DRB, on the description and purpose of
such tests along with ease of use, administrating and interrupting results based on converting raw
scores to standard scores including analyzing the results. Finally, assess the overall quality of the
test.
Introduction of Woodcock Johnson III Diagnostic Reading Battery
Norm–referenced standardized tests (NRST) used for different ... Show more content on
Helpwriting.net ...
Based on NRSTs the focused will be on the description and purpose of such tests along with ease of
use, administrating and interrupting results based on converting raw scores to standard scores
including analyzing the results. Finally, evaluate the overall quality. For the purpose of the review,
the focus will center on the Woodcock Johnson III Diagnostics Reading Battery.
Review
The WJ III DRB manual Woodcock et al.'s (2001), clearly stated purpose of the test in the
introduction. The package did not include an extensive manual; however, there were 12 tests, test
records, subject answer booklet, audio recording and scoring and reporting program. There are a
battery of test listed under two topics; standard battery and extended battery. The test divided into
five categories from Reading, to Oral Language, Math, Written Language and Other Clusters.
Compared to Mental Measurement Yearbook (MMY), the package included all aspects of the exam
with the extensive manual. The WJ III DRB is a set of 10 individually administered test designed to
measure aspects of the reading process: phonological awareness, phonics knowledge, reading
achievement, and related spoken communication abilities. It also includes two tests of oral language
proficiency: Oral Vocabulary and Oral Comprehension. The Washington Division Rehabilitation
Vocational Assessment Training based evaluating individuals, "to determine the amount

Review On The Differential Ability Scales
I chose to do my review on the Differential Ability Scales. This particular test appealed to me
because it tests children from ages 2 through 17 with varying developmental levels. Some of the
things measured are cognitive abilities, which includes verbal and visual working memory,
understanding of basic number concepts, processing and naming speed, and matching and visual
recognition.
The Differential Ability Scales is an individually administered battery of cognitive and achievement
tests for children and adolescents aged 2 years, 6 months through 17 years, 11 months. Because the
DAS covers such a wide age range, it is divided into three levels: Lower Preschool (ages 2 years, 6
months through 3 years, 5 months), Upper Preschool (aged 3 years, 6 months through 5 years, 11
months), and School–Age (6 years, 0 months through 17 years, 11 months). The DAS was designed
to measure specific, definable abilities and to provide interpretable profiles of strengths and
weaknesses. The DAS also contains three achievement tests, co–normed with the cognitive battery,
which allows direct ability–achievement discrepancy analysis. The DAS is considered suitable for
use in any setting in which the cognitive abilities of children and adolescents are to be evaluated,
although many of the DAS subtests are not appropriate for students with severe sensory or motor
disabilities. (Elliot, P1)
This test is used to determine a child's ability to process complex mental processes. Many factors

Merit Pay Study
During the late 2000s, the Obama administration promoted a new initiative targeting the American
education system known as the Race to the Top (RTT). As part of the American Recovery and
Reinvestment Act of 2009 (ARRA), the RTT Assessment Program aimed to provide funds targeted
towards a variety of assessments that would provide data on our schools. Data collected would
review a number of elements within the education system, especially student achievement across the
nation. When monetary gains are linked to performance, like in this case, school districts analyze
and identify how they can promote higher performances on mandated assessments. The answer
became a controversial one: merit pay. Merit pay will become the root of both positive ... Show
more content on Helpwriting.net ...
Like the use of teacher evaluation tools like VAMs or standardized testing, the United States is
attempting to diagnose academic achievement through the use of standardized testing. As explained
by Gratz, "Standardized test scores accurately measure student achievement and [this] constitutes
for the full range of goals we have for students." (78). Disengaged politicians have taken the
forefront in determining what the expectations of the education system should be, but the actual
application falls

Falls Church City 's Local Plan For The Education Of The...
Falls Church City's Local Plan for the Education of the Gifted can be found at the following address:
https://docs.google.com/a/fccps.org/file/d/0B7vaFg7PcgKyTGs3T3NZcGtaRjQ/edit
I evaluated the information in the document above based upon Moon's (2013) nine measures to
consider in comprehensive gifted education program. I think that FCCPS does a considerably good
job addressing these nine guidelines. However, I believe they should consider more non–
standardized materials and data while considering students for identification.
1. Multiple assessments should be given to represent the categories of giftedness identified in the
district's definition (Moon, 2013, p.133).
According to the FCCPS definition of giftedness, the will "screen to identify and to appropriately
place student with specific aptitudes and achievement in the pertinent and academically advances
programs (...Language Arts, Mathematics)". Students must receive between the 93rd–99th
percentiles on Specific Academic Aptitude assessments, or the average of their scores must be
between the 93rd and 99th percentiles. FCCPS uses multiple assessments to test for SAA in reading
and math including: SAGES, Raven, STAR Math, STAR Reading, CogATs, and the SOLs (FCCPS,
Local Plan for the Education of the Gifted, p. 7).
2 & 3. Use the most current versions of standardized tests that are going to be used to make a
decision about admission into a gifted program and that norms are up–to–date and a good
representation of

Are Standardized Tests a Valid Measurement of Student...
"Standardized testing is one of the most passionately debated education topics in America" (Baxter,
pg. 1). They became much more prevalent after the 2002 No Child Left Behind Act mandated
annual testing across the United States. Standardized tests are used to assess students and teachers,
however some people object the idea that the performance on a single test is a valid measure of what
a student has learned, or what their teacher has taught them. In this paper I will argue that relying
solely on standardized testing for student placement damages education. There are many different
types of standardized tests used in schools around the country, but "high–stakes" achievement tests
in US elementary and secondary schools have produced ... Show more content on Helpwriting.net ...
The tests require children to draw from knowledge they learn or experiences they've had outside of
school, which is different for each student. According to W. James Popham, an expert on educational
assessment, "If children come from advantaged families and stimulus–rich environments, then they
are more apt to succeed on items in standardized achievement test items than will other children
whose environments don't mesh as well with what the tests measure". The biases in the development
and administration of standardized tests often contribute to the achievement gap between whites and
minorities. As a result students from low–income and minority families, English Language Learners,
and students with disabilities are more likely to be held back a grade, be placed in unnecessary
remedial education programs, and be denied a diploma (Reese, pg. 1). Another problem with
standardized testing is the tests do not accurately measure teacher quality. Standardized tests are
often used to evaluate teachers and schools staff based on their student's scores. However,
standardized tests are limited indicators of student knowledge and progress; therefore they do not
reflect the wide range of knowledge and skills a teacher covers in the classroom. It is unfair to
isolate the impact of one individual because teaching is a collaborative and developmental process
(FairTest, pg. 1). People think that if standardized test scores are high they can label teachers as

Test Crt Should Be Used Rather Than Norm Referenced Tests
Criterion–Referenced Tests CRT Should Be Used Rather Than Norm–Referenced Tests NRT The
assessment looks at the wide variety of methods that educators use to evaluate and determined the
achievement of the student's educational need. The focus of this essay is to look at the Criterion–
Referenced Tests (CRT) and the Norm–Referenced Tests (NRT) usage to see why the Criterion–
Referenced Tests should be used rather than the Norm–Referenced Tests. The learning standards and
the curriculum will be discussed to help determine why the CRT should be used rather than the NRT.
Also, we will take a look at the principal use of how the two methods differ by one using survey
testing and the other mastery testing. I will give my informed opinion throughout the essay. The
Criterion–Referenced Tests measure the performance against a fix set of predetermined learning
standards. This means that there will be written descriptions of what students are expected to know
and are able to do in each learning outcome unit stage in the course. This method of assessment is
done to evaluate what skills the student has learned. The learning standards will measure how well a
student has mastered the specific skill described in the national learning standards (Waugh &
Gronlund, 2013). Since the teachers and the schools can develop their own learning standards, this
will help the students to be able to accomplish the learning objective performance outcome expected
in my opinion. The curriculum will

Quantitative Article Analysis
Quantitative Article Critique Evaluation: Reading Comprehension and Fluency Levels Ranges
across Diverse Classrooms: The Need for Differentiated Reading Instruction and Content
Evaluation
Although this article provided a summary of existing research on the differences in reading
performance levels, the bulk of the literature review was between 10–39 years old from the time the
research was conducted. The criterion for any science research, including education, is a literature
review of sources less than 10 years old, since science is extremely dynamic. However, Firmender,
Reis, and Sweeny (2013) cited that insufficient current research exists on the observed differences of
students' reading comprehension and fluency levels in diverse classrooms. ... Show more content on
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As result of the conclusion, a question is raised as to which differentiation works best for a
classroom with a wide range of reading comprehension. Since the reading level is so vast, the
conclusion is reasonable lending itself to differentiation and grouping students in order to address all
of the students needs both at–risk and gifted and talented learners. Since the sample was 5 different
elementary schools in various locations and demographic makeup, the external validity of the study
is high. One possible factor that serves as a threat to the external validity is the people selected. It is
unclear if the students were selected

Socioeconomic Status And Academic Achievement
Introduction:
There are many different factors that affect a student's academic success in the education system.
One of the main factors that play a part in a student academic success is where their family lies on
the socio–economic scale. "The components of socioeconomic status – income, parent education
and parent occupation – are each statistically significant predictors of student achievement
(Buckingham, Wheldall, Beamnan–Whelldan, 2013). Socioeconomic status defines not just the
income of an individual but also that educational attainment, financial security, and subjective
perceptions of social status and social class (APA, 2017). Socioeconomic Status and Academic
Achievement is an important topic to discuss as many of our students in the education system are
either on the bottom of the scale or the top and to find accurate resources to help these students
succeed academically we have to look at the research regarding socioeconomic status.
Socioeconomic status affects the human functioning overall psychical and mental health. The
research has found that students from families with lower social economic status struggle more than
those students who come from a higher social economic status due to the slower development in
academic skills as they are focused on so many different skills at one time than those who are from
higher socioeconomic status communities. Along with that, school systems in lower socioeconomic
status neighborhoods are "often under resourced,

The Pros And Cons Of Specific Learning Disabilities
"Specific learning disability means a disorder in one or more of the basic psychological processes
involved in understanding or in using language, spoken or written, that may manifest itself in the
imperfect ability to listen, think, speak, read, write, spell, or to do mathematical calculations,
including conditions such as perceptual disabilities, brain injury, minimal brain dysfunction,
dyslexia, and developmental aphasia. Specific learning disability does not include learning problems
that are primarily the result of visual, hearing, or motor disabilities, of mental retardation, of
emotional disturbance, or of environmental, cultural, or economic disadvantage" (Special Education
Guide, 2017). Attention deficit hyperactivity disorder (ADHD) is not considered to be a learning
disability. It can be determined to be a disability under the Individuals with Disabilities Education
Act (IDEA), making a student eligible to receive special education services. However, ADHD falls
under the category "Other Health Impaired" and not under "Specific Learning Disabilities." Per
IDEA's definition, "Other health impairment means having limited strength, vitality, or alertness,
including a heightened alertness to environmental stimuli, that results in limited alertness with
respect to the educational environment, that––
(i) Is due to chronic or acute health problems such as asthma, attention deficit disorder or attention
deficit hyperactivity disorder, diabetes, epilepsy, a heart

Grit And Consciousness: A Conceptual Analysis
Abuhassan, A., Bates, T.C. (2015). Grit: Distinguishing Effortful Persistence from Consciousness.
Journal of Individual Differences, 36(4), 205–214. A.) The author of this article follows the
perspective that persistence is essential for success in difficult, long–term goals and is defined as
working endlessly to overcome challenges. B.) This study was intended to test this analysis by
examining the structure of grit and observing how it fits into broad personality and how it impacts
IQ. A wide age range of participants were used, aging from 18–70 years old. There were 494 total
with the male to female ratio being about equal. Participants were chosen from a wide variety of
countries and job experiences. The psychologists studied how grit is connected to achievement in
school and life which then ... Show more content on Helpwriting.net ...
Participants were asked to provide their GPA, self–report on their accomplishments, and test their
IQ. As the psychologists predicted, grit positively correlated with conscientiousness and negatively
with neuroticism. Results showed that when it came to achievement, perseverance is the most
significant predictor. The hypothesis that grit is defined by long term consistency was shown to be
false. C.) Duckworth suggested that grit covers qualities of conscientiousness in the Five Factor
Model of the Trait Perspective. D.) Extraversion, agreeableness, openness to experience, and
conscientiousness all overlap in their origins with that of grit, however, the elements of these did not
eliminate the validity of grit meaning that grit holds much more meaning aside from the Five Factor
Model. E.) Examples of the trait and how it could be observed in the real world is

Teaching At The School Of Public Education Essay
Layney Luis
English 1302–002
Dr. Jeff King
December 7, 2016
Teaching to the Test
Dear Representative Lillian Ortiz–Self, I write to you with the common concern for our nation's
schools and children. Your work in the field of public education is outstanding and you've been
recognized for your achievements. With your experience, you are very well acquainted with the
need to improve our public education system. As a college student who has been through the public
education system and desires to teach, I believe standardized testing has overtaken teaching and the
joy of learning. I love learning and I love children and extending knowledge to them through
teaching. I am currently in the process of obtaining my B.S in Early Childhood Education. I have yet
to experience teaching in a public school setting but I know it's a cooperative struggle to work with
administration to ensure students are learning according to curriculum and beyond. For the past 3
years I have taught children from the ages of 3 to 6 at my local church. This gives me a bit of insight
to the learning process within students. The mark of true learning is within their engagement of new
topics and connections to old (Fuller). The education process should be assessed within the
classroom and the ways students interact with material they are taught, rather than relying solely on
standardized tests for data.
As a mother and a member of the Early Education Committee, you know the curiosity and
excitement within young

Cttls Level 4
Certificate in Teaching in the Lifelong Sector. Planning & Enabling Learning. Assignment 1–
What is the purpose of initial assessment and what kind of methods could be used? Evaluate these
methods with reference to the ways they can help in the overall objective of achieving learning
goals. How can you ensure learners are kept motivated and working towards these goals? Name:
Date: 21st October 2010 Word Count: All learners are entitled to undergo a period of initial
assessment. Initial assessment is the process of identifying an individual's learning and support
needs to enable the design of an individual learning plan which will provide the structure for their
learning. Initial assessment is a critical process because it ... Show more content on Helpwriting.net
...
* The results of any formal "tests" which have been undertaken prior to the interview such as
psychometric tests or basic skills or key skills assessments. * Learners' personal effectiveness.
Where gaps are identified they need to be addressed within individual learning plans * Any health
problems which might affect the type of job which they do. * Travel to work areas. Interviewing
young people and adults who have been long term unemployed is a skilled process. If you are to get
the best out of learner interviews, which forms an important part of the initial assessment process,
we must ensure that we have a well developed and effective processes in place, and staff who are
competent at conducting interviews Record of Achievement and Progress file Learner's record of
achievement can be used to both support and verify information recorded in the application forms
and provided during the interviews. They can provide a focus for discussion during interview and
give the learner confidence in talking about themselves. The progress file aims to build on the good
practise from the National Record of Achievement. Progress file is a set of materials which are
designed to help young people and adults make the most of themselves and their opportunities. It is
a useful way of identifying learning and supporting requirements during the initial assessment
process. References Gathering information from other sources about a learner

SAT Vs SAT Testing
Are you planning to take the SAT or ACT soon? The two tests are similar, but some important
differences may make the choice of which to take more difficult. The good news is that Gables
Tutoring in the Coral Gables and Coral Springs, Florida, area will prepare students for whichever
test they choose. Whether opting for the tutoring center or a private tutor, our staff of experienced
educators will bring testees up to speed through test preparation or English and math tutoring.
While the old SAT focused on a broad range of content and skills, the new SAT will focus on in–
depth analysis of content and evidence. It is basically an aptitude test, testing reasoning and verbal
abilities. The math section, in particular, will be quite different.

Essay about Scholarly Article Critique
Running head: SCHOLARLY ARTICLE CRITIQUE
Jennifer P. McCord
Scholarly Article Critique
Grand Canyon University
Scholarly Article Critique The problem as stated appeared to be of profound significance for
determining how to best benefit children with cleft type who have a learning disability in reading.
While this may be true, the study resonates that there are signs of inconclusiveness. To specifically
address shortcomings to the study, however, the stated problem was not clearly visible to an average
reader. The article required several readings to establish the direction the researchers were going
with the study. As well as, why the researchers felt this study needed to be done. Undoubtedly, it
was limited to the ... Show more content on Helpwriting.net ...
The sample was generated from participants who volunteered. The participants represented males
and females ranging between the age of 8 and 13; 14 males and 10 females of each cleft type; and
matched them according to sex, age, IQ, and levels of reading ability. In order to be a participant,
the authors listed the following as criteria: the subject had to be reading at least one grade level
behind on the Wide Range Achievement Test, Average Full Scale IQ on the WISC, be within the
third to sixth grade in school, the evidence of cleft lip and palate or cleft palate only had to be
present with no other genetic syndromes or neurological anomalies which might be related to
intellectual or learning process, and no significant hearing loss at the time of testing. To review the
methodology in relation to the study, a substantially precise battery of neuropsychological tasks was
used to compile the data for this article. The list of neuropsychological tasks was inclusive of the
following assessments: * Reading Assessment – Standard Reading Inventory * WISC IQ – Full
scale, Verbal, Performance * Visual perception – Line Orientation, Bender Visual Motor Gestalt Test
* Language Association – Word Fluency, Auditory Association, Picture Association * Auditory
Memory – Digits, Words, Sentences * Sentence Repetition * Digit Span: Forward and Backward *
Rey Auditory Verbal Learning Test * Wide Range

The Georgia Alternative Assessment
–– Test The Georgia Alternative Assessment (GAA)
–– Type of test A portfolio–based alternative test for students with significant cognitive disabilities
–– Purpose of test It is designed to assess students with significant cognitive disabilities on grade
level standards and include these students in school accountability and general assessments.
–– Who developed the test? The test was developed through a series of committee meetings with
Georgia educators who assisted the Georgia Department of Education in the creation of the Georgia
Alternative Assessment
–– What year the test was published (also include information about revised versions) I could not
find a published year for this alternative test. The Georgia Alternative Assessment ... Show more
content on Helpwriting.net ...
Students with lower functioning capabilities may need more assessment of daily living and
functional life skills than standards that are above their abilities.
2. More time is needed to covering prerequisite activities for the standards. There is a wide range of
skills and abilities among students with significant cognitive skills. These students require more
repetition to learn the required standard or to show progress.
3. More instructional materials need to be created to support students with significant cognitive
disabilities. Teachers have to design their materials to match the cognitive abilities of their students.
A teacher created assessment can be very time–consuming and does not always match the grade
level standards
4. There is not enough understanding of how to teach grade level standards to a group of students in
different grade levels with different disabilities and capabilities. Teachers need to know how to
differentiate instruction to help students learn the test material.
–– Sources of information about the test or instrument
The Georgia Department of Education.

Evaluation Case Study
TV arrived 25 minutes early for her evaluation and was accompanied by her life coach. She
presented as very friendly, engaged the examiner in conversation, and readily responded to the
examiner's questions, which allowed for some rapport building. Throughout the examination, she
exhibited good work habits and appeared interested in the testing process, as she was attentive and
followed directions. However, prior to her lunch break, TV became irritable and stated "I feel brain
dead". More specifically, she became irritable towards the examiner, as she stated "you must be
enjoying this". In addition, she was especially irritable with tasks involving math, numbers, or
repetition (i.e., Digit Span and Arithmetic). In addition, during ... Show more content on
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Her WRAT–4 scores were indicative of grade placement abilities in spelling, approximately a grade
lower in word reading, and two or three grades lower in sentence comprehension. During the
Vocabulary test on the WAIS–IV, she exhibited difficulty with explaining verbal concepts. However,
her verbal comprehension index score fell within the average range compared to same–age peers.
On the aphasia screening, TV's responses suggested difficulty with reading and dyslexia.
Physical Appearance:
TV presented with average height and above average weight for her age. She had adequate hygiene,
was well groomed, and dressed casually in a t–shirt, jacket, denim jeans, and sandals. There were no
oddities or eccentricities to the client's appearance.
Affect:
In general, TV presented with a euthymic mood and congruent affect, as she was mostly pleasant
and friendly for the duration of the evaluation. However, her mood occasionally fluctuated, as she
became noticeably irritated, sarcastic, and pessimistic towards the examiner before lunch and when
confronted with difficult tasks.
Unusual Thoughts/Behaviors:
Throughout the evaluation, TV occasionally acted younger than her stated age. For example, at
various times during the evaluation, she made juvenile comments (i.e., "super speedy powers"), and
communicated with the examiner in a more immature expressive

A Theory Of Careers And Vocational Choice Based Upon...
Holland Codes RIASEC refers to a theory of careers and vocational choice based upon personality
types. Psychologist, John L. Holland, developed the theoretical framework behind the Holland
Codes. Each letter or code stands for a particular "type": Realistic (Doers), Investigative (Thinkers),
Artistic (Creators), Social (Helpers), Enterprising (Persuaders), and Conventional (Organizers)."
According to Holland, a three–letter code represents a client 's overall personality. The test consists
of 48 example tasks that you rate by how much you would enjoy performing each on a scale of (1)
dislike (2) slightly dislike (3) neither like not dislike (4) slightly enjoy (5) enjoy. The test will take
five to ten minutes to complete. The five personal Style Scales had coefficient alphas that ranged
from .82 to .87 obtained for both the O*NET Interest Profiler and the Interest–Finder. The O*NET
Interest Profiler and Interest–Finder had very high internal consistency estimates across all the
RIASEC scales. The reliability estimates, ranging from .93 to .96, are very similar across RIASEC
scales and interest measures. In Holland's Theory, consistency refers to the relatedness of types in
the obtained code. Pairs of types next to each other on the Holland Hexagon are more
psychologically alike then pairs father away. If the secondary code is composed of two types next to
each other the code is consistent. This inventory has been professional developed and validated
against established

Advanced Psycho-Diagnostic In Children And Adolescents
My learning goals for the Advanced Psycho–Diagnostic in Children and Adolescents course are the
following: I am willing to obtain tools, knowledge and experience related to the assessing process
that take place at the beginning of the interview with parents, children or adolescents in a psychiatric
setting. I would like to revisit the structured elements of how this first intake interview takes place,
what are the rules behind it, the right, selective approach to partake in the scenario, what is the best
professional way of asking questions, dealing with them and what are the most common errors to
avoid. After gaining more knowledge on this matter I am aiming to learn how to formulate a first
strategy, (having already acquired some experience

Rationale For Selecting Tasks For The New And Revised...
For a detailed description of the test authors' rationale for selecting tasks for the new and revised
subtests of the KBIT–2, we recommend that interested readers refer to chapter 3 of the Manual. A
discussion of results of initial analyses for these items in terms of fairness and validity can be found
in chapter 4. In chapter 5, Kaufman and Kaufman examine raw scores for different age groups
across the KBIT–2 subtests to confirm a developmental pattern of growth and decline in
performance that has been reported in other tests purporting to measure similar constructs (Kaufman
& Lichtenberger, 2002). Based on evidence from previous tests, mean raw scores should increase
through early adulthood, peak in middle age, and then decline gradually ... Show more content on
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At that point, the raw scores steadily declined across the older age groups. Kaufman and Kaufman
note that the peak level for fluid intelligence on the KBIT–2 extends into higher age ranges than
peak levels for other tests, suggesting that a causal factor is the nature of Matrices, which is neither
timed nor speeded and contains no motor component. Kaufman and Kaufman carried out concurrent
validity studies with other cognitive and achievement tests, with the interval between administration
of the KBIT–2 and comparison tests not exceeding 7 weeks. Some distributions for individual test
comparisons are fairly representative of the four geographic regions, but a few studies (e.g.,
Wechsler Abbreviated Scale of Intelligence [WASI], Wechsler Adult Intelligence Scales, Third
Edition [WAIS–III], and Wide Range Achievement Tests, Third Edition [WRAT3]) specifically lack
representation of participants from the West and North Central regions. The authors state that
samples for the concurrent validity studies include representative proportions of participants with
special education classifications or with clinical diagnoses; however, we could not locate details of
the types of classifications or diagnoses in the Manual text or tables. Results of all of the comparison
validity studies, including the original and adjusted correlations, are displayed in tables in the

WIAT-III: Reliable And Valid Student Achievement Test
The WIAT–III seems to be a reliable and valid academic achievement test; however, it is important
to explore the feasibility of administering the test. The price of the WIAT–III is currently listed at
$675.00; this price includes the components to administer and score the test (Burns, 2010). More
expensive options are available that include the computer Scoring Assistant. The WIAT–III is more
expensive than another achievement test labeled The Wide Range Achievement Test–IV. However,
the Wide Range Achievement test is used more as an academic screener than a comprehensive
achievement assessment (Burns, 2010). According to Burns (2010), the cost of the WIAT–III is one
of the assessment's main weaknesses. However, other achievement tests such ... Show more content
on Helpwriting.net ...
Test scores of individuals outside of this age range would not be considered valid, since there would
be no norms to compare the individual's scores to. Fortunately, there are no gender limitations since
the normative sample included both males and females equally at all ages and grades (Pearson,
2009b). The normative sample also included several ethnicities representative of the U.S.
population. In addition, the developers intended to reduce cultural bias by adding pictures of
multiple cultures in the demonstration illustrations (Pearson, 2009b). However, it is important to
note no differential studies were conducted for gender or race and ethnicity (Miller, 2010).
Furthermore, the test was only normed in English and has not been translated into any other
language (Pearson, 2009b). This will make it difficult for clinicians to administer the test to
individuals whose primary language is not

Teaching That Engages A Broad Range Of Learners
Teaching that Engages a Broad Range of Learners Rousseau and Powell (2005) contend that there is
a significant difference in the way teachers respond to reform efforts within context, particularly
with students in urban and high–poverty areas. They found teachers with high proportions of African
American and Hispanic students were more likely to focus on low level skills and less likely to
engage in problem solving and reasoning (Rousseau & Powell, 2005). Furthermore, Lewis (2007)
contends that "when teachers deliberately change their belief systems, along with the practices and
general culture under which they teach minority children, these children show achievement gains (p.
344). One of the main arguments of Lewis' (2007) research is that the high–skills vision in the
United States is impeded by inequalities among minorities, especially African American and
Hispanics students. According to Hand (2012), teachers can become powerful agents to improve the
inequities within classrooms for students. This research indicated that when classroom instruction
supported wide students' participation, students seemed to feel comfortable engaging in
mathematical dialogue with each other and the teacher (Hand, 2012). When teachers' engage a wide
range of learners, they essentially are inviting students to "take up space" in the mathematics
classroom instruction (Hand, 2012, p. 238). In addition, Hand (2012) identified three key features
present in classroom environments

Why Is Standardized Testing Failing

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