Standardized Test Discriminatory

Standardized Test Discriminatory
Standardized tests are discriminatory because they don't take cultural backgrounds, experiences, or personal lives into account, which leaves students at
a disadvantage, which is why standardized tests are more damaging than beneficial to students. According to www.commondreams.org, in New York
City, ELL students make up 14.4% of the student body population, and are expected to take a standardized exam between 7 and 8 times before
passing. Only about 39.1% of these students end up graduating from school because the test doesn't take their backgrounds into account. They haven't
fully learned the language, or properly know the full american schooling system yet. When students are put at this kind of disadvantage, this throws
them a curveball,
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Iq Test
The major strength of the IQ tests is that it provides a rough estimate of the ability of a test taker. I personally do not test well even though I know the
material I seem to get nervous and overthink the information. The results of these kind of tests are used to estimate future performance. The IQ test can
tell us, predict and test what weaknesses are for a child under 8 years old might have. I believe that the IQ test determines whether or not someone is
smart or not. Although, that might not be the case the IQ tests have some strengths and weakness. According to my textbook, there is not a good grasp
on what intelligence really is. There are positive outcomes for the IQ testing. Some of the strengths for testing young children is that it allows teachers
and parents to channel additional resources to the students. The IQ tests can also help determine whether or not a kid is struggling and or gifted. The
IQ tests can help students understand and focus on their intellectual strengths. ... Show more content on Helpwriting.net ...
Test scores can always vary and not be the same after a period of time. There can be a difference from 5 to 10 points in the results of an IQ test. A
certain score on one test may not be equivalent to the same score on another test. IQ test can maybe tell us the knowledge of young child, but yet
their brain has not been completely developed. As young children grow they are exposed to different material everyday. Not to mention, someone
might be a genius, but have little to no skills. Even with someone with a low IQ can perhaps have better skills than the kid that has a higher IQ. The
IQ test fails us in ways that are easy to see. Self–disciple and disposition are not measured by IQ

The Article ' What Do Standardized Tests Really Test?
In the article "What do standardized tests actually test?" (2014) in the name of Marion Brady as quoted by Valerie Strauss, the topic of: are
standardized tests accurately testing is discussed. As a whole, Strauss's article seems to be debating whether the Piagetian or the Vygotskyian approach
is the correct way of teaching; do students learn by being taught from a teacher or do they learn from hands on experience and mental readiness!? and
how that relates back to whether standardized testing is an accurate representation of that which is being tested. Brady bases his article on a headline in
Forbes magazine that was published January 26, 2009, titled: "Bill Gates: It's the Teacher, Stupid". Throughout his article, Brady quotes and address
different opinions on how students need to learn such as: the opinion of Bill Gates who believes that one only learns through teaching and a Chinese
proverb that claims that one learns (understands) only through involvement. Gates belief seems to be Vygotskyian because through the experience of
being taught the students will learn new things and the teaching represents the scaffolding and the exposure that the children need in order to learn
something new. On the other hand, the Chinese proverbs seems to be Piagetian because the students learn through getting involved and experiencing
new things and Piaget puts an emphasis on using ones senses to learn based on their development. Brady states "The truth is

Standardized Test Essay
Standardized test are one of the many measures profession school counselors use to assess students performance and learning. When it come to making
a decision about a student's educational performance, school counselors prefer more than one criteria instead of just using a single test. The No Child
Left Behind Act (NCLB) established in 2001 stated that the academic achievement of all student should be held accountable by the school.
"High–stakes testing, which refers to the use of standardized test scores to determine levels of student achievement, became the decision–making,
measurement vehicle. High–stakes test results are often used as a method to determine a student's: academic placement, promotion and retention,
graduation and intervention services. ... Show more content on Helpwriting.net ...
The NCLB act was put into place so that the school is held accountable for the passing or failing of students. High stakes testing which is standardized
testing where test scores is used to determine the academic level of the students. If your school scored well or poorly on the test your school would
either receive increased or reduced funding. Using this standardized test helped the schools to see where they needed to help the students whether it be
changing the curriculum or changing the teacher certification standards. The school counselor plays a role in the testing also. According to the ASCA
"professional school counselors recognize that standardized test results provide valuable information related to student achievement. However, these
results only provide a partial picture of student learning. When important educational decisions are made, professional school counselors advocate for
the use of multiple criteria in the decision–making process. These criteria may include but are not limited to:
standardized tests results

Is It A Standardized Test?
Who gets to decide what it means to be well educated?
Does the phrase well educated refer to the quality of schooling you received or to something about you? Who gets to decide what it means? Is it a
standardized test? Is it our test scores or memorization of facts? How much or how well we can remember at a given point in time? How much
knowledge we ought to have? What could it possibly be? I think this society has given "Well Educated" a poor definition. Sitting in a class for a long
time does not make us educated. Test scores does not make us educated neither does reading faster than others or solving mathematical calculations.
Not everyone has to same knowledge of a certain thing, so why judge us on the same criteria. Does it denote what we were taught? If the term refers
to what we know or what we can do then we could be poorly educated despite receiving a top–notch education, and if it is, then the numerous people
constantly going to get an education in big name schools are unintelligent. In addition, if it refers to the quality of schooling, then many well–educated
people sat through lesson that was too irrelevant for them to remember a few years later.
Why do we go to school? The first eighteen years of life, going to school is not always by choice but compulsory. We are told that if we want to
make our lives better we have to go to school. We go to school because the law tells us to; it indirectly states that to be more than average and earn a
good paycheck, we have

Test Anxiety Research
Test anxiety is a feeling of fear and worry for those individuals who will have performance evaluations (Brown et. al, 2011 as cited by Madridano,
2013). According to McNally (2002), there are two types of test anxiety– somatic and cognitive. Somatic anxiety is anxiety provoked by bodily
symptoms of tension such as butterflies in the stomach while cognitive anxiety is provoked by mental concerns or worry which is supported by
Cassidy and Johnson (2002) that cognitive anxiety was able to accurately reflect the experience of highly– anxious students during testing situations.
Worry serves as interference during the acquisition of information, as well as before and after evaluative tasks. Students who think about the negative
outcome of their performance evaluations anxiety crashes their performance. Social scientist Mac Leod (2004) supports test anxiety theory by looking
how a student evaluates his/ her ability to succeed. In an article distributed by en.wikipedia.org, test anxiety is a combination of physiological over–
arousal, tension and somatic symptoms, along with worry, dread, fear of failure, and catastrophizing, that occur before or during test situations. It is a
physiological condition in which people experience extreme stress, ... Show more content on Helpwriting.net ...
Anxiety in this case plays the role of giving a powerful signal to the individual that she/he is unprepared for the impending event. However, the effects
of anxiety on an individual may vary depending on its interaction with the task performance process. Low to moderate anxiety is often deemed
beneficial as it enables the body to discharge energy equivalent to the task at hand. High anxiety on the other hand, may be devastating because it
excites the body system above normal functioning capacity, and impacts negatively on task

Standardized Tests In Schools
School is supposed to be a place where children learn and are prepared to conquer themselves and the real world, but are there real potential being
overseen and shunned? "A person described as being of 'low ability' now, in the present, is assumed to have more limited learning potential than those
who may be judged to be 'more able'," says Claire Taylor. Does this mean that students who could be exemplary at things such as therapy, math, reading,
or S.T.E.M., could potentially be overlooked, simply because they don't have the right environment to stretch their legs and prove their potential?
"I feel like I have the ability to do a lot of things, but the way the school system is set up, I also feel like I'm unable to present my real abilities," Says
Skylar Gold of Omaha Middle School. It probably doesn't help that students who are lucky enough to be in programs such as Algebra, or IMPACT
make the other students feel insecure. Just because they can recite the Gettysburg Address, doesn't mean they're smart enough to be able to realize that
being narcissistic towards those students only limits their potential more. ... Show more content on Helpwriting.net ...
The goal of the assessments is to provide a yardstick to evaluate student performance across state standards." Says Concordia University, a supporter of
the current school system. But what if "providing a yardstick" isn't enough to truly evaluate a student's

Standardized Tests In Education
Standardized tests don't inspire teachers nor students to go beyond what is expected, making them nothing but the common human being. Senior
Fellow, International Center for Leadership in Education (ICLE), Sheninger, Eric says" "Standardization follows in the footsteps of a century–old
education model focused on industrialization, which influences teachers and administrators in a way where the artist in each of them never evolves.
This entrenched system produces students that lack creativity, are fearful of failure, work extremely hard to follow directions (homework, study for
tests, not question authority), and are leaving schools with undesirable skills in a post–industrial society." Many artists, such as myself, have been
forced to do long nights of stressful math homework, mix with chemistry or writing a haiku. These activities causes our brains to overload as well as
our time, leading us artists to not be able to develop our talents and create the non–created. Artist are just an example, but there are many more... Show
more content on Helpwriting.net ...
"Ricken: Too Much Emphasis on Standardized Tests." Newsday. Newsday, 06 June 2013. Web. 05 May 2017.
Ricken, Robert. "Ricken: Too Much Emphasis on Standardized Tests." Newsday. Newsday, 06 June 2013. Web. 05 May 2017.
Sheninger, Eric. "Standardization Will Destroy OurEducation System, If It Hasn't Already."The Huffington Post, TheHuffingtonPost.com, 25 July 2012,
Geist, Eugene and Jennifer Hohn. "Encouraging Creativity in the Face of Administrative Convenience: How Our Schools Discourage Divergent
Thinking." Education, vol. 130, no. 1, Fall2009, pp. 141–150. EBSCOhost,
Schuster, Joshua. "The Fable, the Moral, and the Animal." Representing the Modern Animal in Culture, 5 Dec. 1940, pp. 1–2., doi:10.1057
/9781137428653.0013. Accessed 5 May 2017
Kn, Many kn. "– Standardized Tests – ProCon.org." ProConorg Headlines, Many Different People, 5 Aug. 2016, standardizedtests.procon.org
/view.answers.php?questionID. Accessed 10 May

Test Taking Strategies
Test–Taking Strategies
For 10 years, I was the one testing the students, teaching strategies and finding new ones to help students study. Suddenly, I found myself returning to
school and the anxiety, stress, lack of time, and just all the unknowns seemed to overwhelm my life. The last couple of years I have learned to
incorporate strategies that work best for me, but there is always room for improvement and strengthening. Learning, study and test taking skills are
some of the most important things to have when furthering your education. Upon reading Strategies for Test Success by Linda Anne Silvestri, I was
able to scrutinize some of my weaknesses, reevaluate my learning style, and look at some new test taking strategies while assessing ... Show more
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By using this strategy instead of trying to memorize text out of a book, one should have to spend less time studying and more information should be
retained. (Kaplan Nursing: Lipponcott)
Test Strategies Not so Helpful
There are so many strategy recommendations for students. While each have good points, some are more helpful than others. Strategies that don't seem
as helpful to me are simulating actual test like circumstances when studying for the exam, study groups, note taking by using the fancy systems. These
three strategies just seem to increase my stress level to the point I feel like I am not learning.
Simulating actual test like circumstances has just never worked for me as I usually don't pick the correct information to test myself on and the
important information gets left behind. Study groups cause me too much pressure because I find that one or two people seem to be putting the
study guides together. This is a pet peeve for me; I don't mind sharing my ideas but don't expect me to do all the work and then hand it to you. The
final one that has never worked for me is taking notes by using one of the many note taking systems. I find myself spending too much time trying to
remember what needs to be written where, organizing, how to fold the paper. I have developed my own crazy way of taking notes over the years.
Note taking is an area that I feel is individualize for each

Aptitude Test Chapter Summaries
The story begins on the day of the Aptitude test, a specific test that helps members of a futuristic society, choose a faction out of the five faction
Abnegation (the selfless), Amity (the kind and peaceful), Dauntless (the brave and fearless), Erudite (the intelligent), and Candor (the honest). Sixteen
year old Beatrice Prior is warned not to inform anyone about her test result not even her family, because she is divergent. On the day of the choosing
ceremony, the day all sixteen year olds decide their future, Beatrice's thought are drowned in confusion. She can't decide which faction to choose, since
the Aptitude test didn't help her, but she finally chooses the Dauntless. To get to the Dauntless compound the initiates have to have to jump off a roof
and into an underground tunnel. Beatrice decides to change her name to Tris after she jumps off the roof as the first initiate to jump. The transfer
initiates are given a tour of the compound, once they reach the dormitories, one of the Dauntless leaders, Eric, tells them only ten of the initiates will
become members at the end of initiation, the rest will become factionless. This is when Tris realizes that as the ... Show more content on Helpwriting.net
...
As the first stage of initiation comes to an end, tension between the initiates starts to rise. In the second stage of initiation, the initiates are put under a
simulation, where they have to face one of their worst fears. As Tris comes out of her second simulation, Four tells her that he knows she is
divergent and that he will eradicate all of the proof, but she has to endeavor to hide it during the simulations. Tris gets terrified and goes to her
aptitude test administrator to find out about divergence. When Tris gets ranked first for second stage, she sees Peter's anger and frustration about not
being in first place, and realizes that she is in

Bad Test Taker
In my opinion, I mostly do bad on standardized tests because I either can not concentrate or I either do not get it. Sometimes the questions or
problems can be also very confusing. I consider myself a bad test taker. I consider myself a bad test taker because when I find myself confused or not
getting the problem or question I just make up what ever so I can move on to the next question/problem and not feel stressed anymore. I honestly have
always been a bad test taker but not always. For example, on some tests I do very well but on other test I do very poorly. I do not really prepare myself
for standardized tests because I either feel like I know it already or I get lazy. Sometimes its either because I know that I am going to do poorly on

My Test Anxiety
Test anxiety is a type of performance anxiety that gives you an unpleasant feeling in a situation where you feel pressured to do well. It can affect one's
body and mind, causing physical symptoms, such as sweating, a pounding heart, and rapid breathing. I realized I had test anxiety last year.
My test anxiety is strong. In certain situations, I feel like I cannot think, like my mind goes blank. The concept of taking a test is more challenging
than actually taking the test. My test anxiety causes me to feel like I'm going to fail and that there is no chance that I will get a good grade no
matter how hard I try. I tend to feel it the most when I meet big tests such as the SAT and AP exams. At times, some of the material that I've
learned sticks and I could focus on that, however, most of time I forget what I learned and studied and it all goes blank. I also feel the butterflies in
my stomach, my body beginning to shake, and worst of all, I feel like throwing up. Test anxiety caused me to doubt myself in general. To make
matters worse, my school at times categorize tests as a big part of your grade and sometimes with that, my grades tend to drop. This has affected me
as a student since it causes me to always doubt myself and have poor thoughts to what will happen and I envision bad ... Show more content on
Helpwriting.net ...
My mother believes that if I do not receive a good score on a test that I did not try hard enough and I did not study or ask for help. What she does
not know is that I do in fact try studying the best that I can. She would question why I am doing so poorly with my exams and if it was on purpose.
When I do end up getting a good score that satisfies her, she brushes it off and says that I should do better next time. Although her expectations did
push me to try harder, it also created an overwhelming pressure. She would say how my grades measure how well I would do for my

Test Taking Tips: Beating Test Anxiety
Test Taking Tips
–Beating Test Anxiety
By John Caccamese
May 3, 2010
Probably one of the worse feelings in the world is sitting down to take an exam when you know doing good means getting a job or not. Having
anxiety while taking an exam is common, but if your test anxiety is so overwhelming, it can actually influence your results.
This research will discuss test anxiety and what it is and how to cope with it when taking a big examination for work or school. Don't feel that anxiety is
unique to you as it's not, just about everybody gets it.
I can't remember a worse time then taking a college entrance exam back a few years. My admission into the university actually depended on how well I
did on the examination. I had studied and studied for

Standardized Tests Essay
Teachers spend time on the memorization of specific words that will be on the state test, not vocabulary building exercises. Educators have pep rallies
that take educational time away from lesson plans and teaching in order to have the students learn cheers expressing how well they are going to do on
the state test. Excess teacher and administration time is spent figuring out game plans, but not for teaching students, rather for figuring out how to
increase test scores. Meanwhile, when students are truly excited about exploring a topic in depth, they are shut down because there is no time to learn,
only time to memorize items that might be on these tests. Standardized tests waste classroom time and do not accurately measure ... Show more content
on Helpwriting.net ...
Many high school students do not even take these tests seriously because many of them are at the same intellectual level as adults and realize that the
tests are flawed. Still, they might not consider that these flawed tests might lessen their chances of getting into college. Certainly, one could envision a
system of standardized tests where learning is at the center.
These tests are biased and prefer certain groups over others, making them unfair and denying equal opportunity for education. Minority and low income
students are affected far more than middle–class, majority students. In fact, if the government persists in making a student's graduation rest on a
single test, the result over the next few years could be a scenario that might be "described as an educational ethnic cleansing" (Kohn, 2000). It is
unfair to base a school's funding on these tests when clearly any underperforming schools would benefit greater from an increase of resources as
opposed to schools that perform at a higher level. Every year 1.2 million students fail to graduate from high school based on their test scores and
therefore, cost the Nation more than $3.1 million in lost wages, taxes, and productivity over their lifetimes (Congress, 2011). It has taken some time for
educators and parents to realize that the idiom of "standards" is turning schools into test–prep centers, effectively undermining enthusiasm for learning
and teaching.

Test Anxiety Analysis
The first lecture exam wasn't hard, but my score did not reflect this. I received a 72 percent because of the issues that I had. Answer changing, not
studying enough, and test anxiety are what caused this test to go bad. But now I know some strategies to help with these problems.
I have severe test anxiety. Whenever I hear the word test I start freaking out. I go into the exam thinking that I'm prepared and going to pass, but
during the test, my mind goes completely blank. And once the test is over I pray that I at least got a C. The West Virginia University Student Center
of Health gave me strategies to help with this. The article that I read told me that I should study before the day of the test and that on the day of the
test I shouldn't. I should only review my material, just read over it once, because when I try to cram on the day of the exam that fuels my anxiety and
makes me worry ... Show more content on Helpwriting.net ...
I didn't study as much as I should have. Mostly because studying is boring and I am not motivated to do. The Oxford Royal Academy says that to
make studying more enjoyable and efficient is to make it creative. Like making mnemonics, flashcards, and turning your notes into lyrics for a song.
Another strategy they recommended was listening to music while you study because it will stimulate your brain cells. Mozart is one of the artist that
the Oxford Royal Academy believed would help.
In conclusion, although answer changing, not studying enough, and test anxiety are problems that I will continue to face for the rest of my test
taking career, I now know strategies that will aid me in not being so affected by them. The strategies I learned were to study hard, find creative ways
to study, listen to music while you study, do not cram, skip questions you don't know, and do not go back and change the answer to questions that
you've already answered. I believe that if I use these strategies consistently I can get a higher score on the rest of my

Essay On Standardized Test
This assignment taught me so much about obtaining a speech sample, administering a standardized test, and analyzing a child's speech. Prior to
doing this assignment, I had never obtained a speech sample from a child or administered a standardized test on a child. Both were very difficult and
I am very happy that I have experience now doing both. I do not think I obtained the best representative sample of the child's speech. I think I would
have elicited a better sample if I had obtained the sample after administering the standardized test. If I had administered the test first, I would have seen
what phonological and articulation errors the client made and then tried to elicit those errors in the sample. Because I started out with the sample, I
did not really know what I was looking for. In addition, I think I would have also gotten a better representative sample from the client if I did not use
books to elicit the sample. While I was able to elicit a sample using books, I think I would have gotten a better sample using material that had more
variability. With the books, I found that some of the child's utterances were very short perhaps if using a different material, such as blocks or toy cars,
would have elicited longer utterances. Administering the test to the child was more difficult then I... Show more content on Helpwriting.net ...
Prior to doing this assignment, I was very nervous about having to do all of these steps. I was especially nervous about administering a standardized
test. Even after practicing multiple times on my family, I was nervous to administer the test to a child. Once I actually administering the test, I
realized that it was not as bad as I had thought. Next time I have to do this, I will be less nervous since I now have the practice. I have learned so
much from doing this assignment and I know the skills I have learned will help me in the

Reliability And Validity Of Test Scores
In tests and assessments validity refers to the degree where theoretical and empirical evidence supports the meaning and interpretation of the test scores
(Reynolds & Livingston, 2013). Validity is important in testing and assessment as validity refers to credibility from a trustworthy source. In this
respect, validity is important for scientist and professionals to select appropriate methods that support the meaning and interpretation of test scores. In
psychology, reliability is concerned with stability and consistency (Reynolds & Livingston, 2013). Reliability focuses on the context of measurement
which can be influenced by endless factors, that can affect a score (Reynolds & Livingston, 2013). Such a concept is important for ... Show more
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Reliability and validity can use improvement in terms of testing and assessment. Reynolds and Livingston (2013) suggest that by adding more test
questions can improve the reliability and validity (Reynolds & Livingston, 2013). Another suggestion is for constructs and content to be clearly
defined, otherwise, scores can get lost in interpretation (Reynolds & Livingston, 2013). The bottom line is that testing and assessments are not for
everyone. A person interested in pursuingpsychometrics field must truly have a calling and interest in such a profession as it can be complex with
many factors to consider. In a sense, psychometricians are pioneers and innovators who seek to answer questions of observations made. Thus,
reliability and validity may be more clearly defined by a person who has a clear idea of what they are interested in testing. From a scholar's
perspective, this writer utilizes various scholarly resources from the University library, which are considered to have some sort of validity, as such
articles come from a credible source. However, it does not mean that such scholarly resources are valid or help with the interpretation of what this writer
may be interested in exploring. Therefore, this writer must pay close attention to the content found in scholarly resources in order to utilize the
information

Standardized Test Flaws
Stress, that is what all students go through when they have to take the Standardized Test. Kids stress out over these big Test called the Standardized
Test because they determine students future class. It can go all the way up to the High School where students would take the SAT that would determine
one's future. Also the kind of job people would get in the future. Kids are getting tired of the standardized test. People should take action and giving no
kids standardized test. Children are falling behind in schools. Students are failing their Standardized and messing up their education. Well unfortunately,
" Under No Child Left Behind, a significant number of schools did not see their test scores increase, the Federal Government

ISAT Test
Fifth Grade The sun was high and the smell of peppermint wafted through the air, as it came to be that time of year again. The ISAT test was upon
us once again. Mints were passed out because they were supposed to, "make you smarter". For some the test was a time to reaffirm the position at
the top of the class. To ensure that you wouldn't be dethroned from the throne of smartness. For others, it was a season of disappointment. For me, it
was always nice to see my score above my peers. It was routine. My kingdom was secure. But not this year. This year was different. This year it
would all come crashing down. Or so it seemed at the time. For what felt like forever, I sat, staring at the computer screen, fending off an endless
barrage of questions. But finally... Show more content on Helpwriting.net ...
I went home, downloaded Steam, and bought GMOD. While we aren't in contact anymore, I wish I could thank him for showing me it. My Steam
library now consists of 160 games and I use it every single day. All from screwing around and doing random things. Grade 7 Minecraft was still
molding me. My best friend came to me with the idea to create an online server where we and others that played the game could all play together. I
absolutely loved the idea and decided to go all out. I built a standalone computer with the help of my dad just for this very purpose. Over the
course of playing with these people, we all became very good friends. There are some who say those who play video games are antisocial and need
to,"Go outside and make friends." But not me. Video games gave me a social life. Grade 8 So many summers of mowing lawns had led to this
moment. Pushing that orange machine in the hot sun once a week had most certainly paid off. I could no longer bear playing games and an awful
laptop. It was time for an upgrade. I rushed to my parents and told them exactly what I wanted. I had already gotten what I wanted customized and
ready to order. That same night, it was

Test Mistakes
I consider myself a poor test taker. This is not because of anxiety or not studying all of the material, but because I find myself making wrong decisions
on challenging tests. Decisions such as leaving a question blank when short on time or second guessing myself to the wrong answer have resulted in
me scoring lower on a test. I recognize my testing mistakes and I have greatly improved over the years. The problem with the tests that I have taken
is that I was never taught how to effectively take exams. I have taught myself how to take tests for the most part (aside from the basic skills such as
skim through the test packet when starting, and skip a question and come back to it later if it is difficult). Despite not being a great test taker, ... Show
First, my longer exams tend to be my worst exams. It is strenuous to sit down for an extended period of time to devote all my energy and
concentration on an exam. Another factor is the type of questions used on the exam. The SAT is primarily multiple choices, and the calculus exam was
composed mostly of long problems. My better test was one that had a mixture of several question types and covered the material in conceptual and
applied ways. Lastly, all tests were challenging, but my chemistry professor found the right balance of complexity in the problems. Overall, I believe
that many students struggle with school partially because of their testing experience. Learning the curriculum and having good testing experiences has
an effect on students becoming lifelong

Standardized Test
Article 3: The article, "From Standardized Tests to Alternative Methods: Some Current Resources on Methods to Access Learning in General
Education." by Peggy L. Maki, focuses on the importance of assessment and different forms of assessments that can be used. The use of standardized
tests as a form of assessment is highly debated, this article questions standardized test and what they are measuring. The article also gives suggestions to
teachers when planning and choosing assessment to assess their students learning in the general education classroom. The use of standardized testing as
a form of assessment is highly controversial in the world of education. Standardized test compares students results to a national standard. Some teachers

Standardized Tests With End Of Year Subject Tests
Brittany, an honors student in Atlanta, Georgia had worked hard her complete academic career to celebrate what would be her pleased moment in the
high school. She needed to walk around the stage to the flash of the cameras and the smiles of her family like her classmates. So she collected her
proud family members form the Chicago and Washington to come to share in her joy. The problem is that she had not passed one of the four subject
regions in the graduation test of the state, which students must pass to receive the regular diploma. She is not alone. Lots of the students failed during
the graduation test across the state. (Torres, 2010)
The purpose of this proposal on substituting standardized tests with end of year subject tests is to attract readers that changing assessments in the
education will improve the education. The problem ad their outcomes as well as the solution are the consequence of thorough research on these tests.
Everyone is affected by the power of our educational system, form the students and their capability to flourish in college and in the workplace.
Standardized tests should be eliminated and substitute with the end–of–year subject tests because they will save time and money, lead to raised mastery
of core subjects and reduce dropout rates.
The solution to this problem is MOST or mastery of subject tests, which are the end–of–year subject tests to be the administered to every student before
graduation, to control his or her mastery of the region

Imagery Test Anxiety
Imagery Methods for Test Anxiety
Test anxiety has always been an issue I have struggled with and it has only increased since I started University. My personal experience with test
anxiety leads to physiological symptoms such as nervous jitter, accelerated heart beats and light–headedness, all of which impacts my test taking skills
and influence my decision making ability. This is a problem because although I am prepared with the knowledge for an exam, it still affects my
judgement when writing my answers and thus causes an impact on my grades.
A study by Rebecca Stephens (1992), "Imagery: A Treatment for Nursing Student Anxiety", explained imagery methods that were proven effective
among nursing students experiencing similar anxiety. Nursing students are subjected to midterms and exams as are students in other programs, and
although the material is different it is the fear before writing a test that causes the anxiety. This makes it applicable to my specific situation because
although I am a Human Kinetics major, I am required to take exams in all of my classes. ... Show more content on Helpwriting.net ...
They provided both experimental groups an audiotape guiding imagery, however only one experimental group received the tape with instructions for
five minutes of relaxation time. Both experimental groups benefitted with a decrease in anxiety, greater self–confidence, more energy, and felt better
rested. The imagery used was a guided audio tape that walked you into two scenarios –the first one built the mind as a library with many books
preparing you for success, while the other allows you to retrieve information fast and efficiently, like a computer. The audiotape's passage also
recreated a sense of sights, tastes, smells and sound to make the scenario realistic (Stephens,

The Turing Test
"Can a machine made by intelligent minds have an intelligent mind of its own?" This was the question that was being asked in the 1950s. A man by
the name of Alan Turing decided to venture out and analyze this question for himself by coming up with a thought experiment in which he called the
imitation game. This is a game that involves three players. One of each gender and one who plays the judge to determine the gender of players A and
B. A's job is to try and trick C–the judge–into guessing the wrong gender. If C guess incorrectly, then A passes wins the game, or passes the Turing
Test. Now, if we were to imagine a machine to replace A's position in the game and now the judge has to figure out who is human and who is machine.
If the machine... Show more content on Helpwriting.net ...
For example if we were to turn our attention to the animal kingdom and look at chimpanzees, few people would deny the notion that chimpanzees
can think, but chimpanzees can't pass the Turing Test. If we were to look at dogs, we can see that they are intelligent by being emotionally there for
their owners and being able to learn a myriad of different tricks, but they can't pass the Turing Test. Using the standards that the Turing Test has laid
out for us, this would mean that chimpanzees and dogs aren't intelligent which seems to go against the grain of our common sense. Likewise, a
thinking computer could fail the Turing Get as well if the response that were laid out for it were explicitly non–human or it was not yet psychologically
complex enough. We can now consider the idea that the Turing Test is narrow
–minded because it only says an object is intelligent if things are able to
hold a conversation with a human. There are animals out there who clearly show signs of intelligence, but can not hold a conversation with us, but that
does not mean as a majority we consider these animals to not have any signs of

Essay On Post Test
Pretest, Posttest, & Interview Questions:
The pre–test (Show What You Know) and post–test (Show What You Have Learned) that I designed had similar questions to what the students were
going to see within the lesson. When giving them the pre–test a few students got neverous but I assured them that this is for my own information so I
can better teach everyone. I told them to all at least try and answer the questions to the best of their ability. Both the pre–test and post–test are attached
at the end of the lesson. The following are the results of the pre–test and post–test. Students coded in green increased from pre to post test, students in
yellow remained the same, students in red lost points from pre to post test. The two students with an asterisk are the interviewed students.
After careful consideration and a conversation with my host teacher, I chose to interview Z.D. as my student at a higher mathematical level and D. W.
as my student at a lower mathematical level. Although, Z. D.'s score went down from the pre–test to the post–test, his work showed that his
mathematical understanding increased due to the lesson. He only lost points on providing his answers in simplest form, meaning he needs practice on
reducing fractions. I chose D.W. because he is struggling in the class but did show improvement from pre to post test. It is important to note that D.W.
is currently being tested for special education after being in tier three instruction for math and having been

Test
Results from experiment one indicated that response latency times rised systematically as the questions necessitated deeper levels of
processing–semantic as opposed to structural questions of the word (Craik & Tulving, 1975). Performance on the retention test increased significantly,
from below 20% recognized for questions concerning structural characteristics to 96% for sentence questions (Craik & Tulving, 1975). The results have
thus shown that different questions requiring different encoding strategies have yielded different response latency times. Furthermore, the different
encoding questions were associated with marked differences in recognition performance; in particular, semantic questions were followed by higher
recognition of the ... Show more content on Helpwriting.net ...
Experiment seven has demonstrated higher recall resulting from more complex, elaborate sentence frames, but only with positive (yes) target words;
this finding is further interpreted as depth of processing is greater with congruent sentences than incongruent sentences possibly because the subject
forms a unified image of the sentence (Craik & Tulving, 1975).
Experiment eight manipulated the set sizes of case, rhyme, and category questions; when set sizes were held constant across groups, strong effects of
question type were still found (Craik & Tulving, 1975). The results of studies one through eight have been held in strict experimental conditions.
Experiment nine examined whether the same pattern of results found thus far would emerge in looser experimental conditions (Craik & Tulving,
1975). The looser experimental conditions involved subjects being aware of the purpose of the study, and of the recognition task; words were also
presented to subjects at a slower rate (6 secs) (Craik & Tulving, 1975). The results of experiment nine ran parallel to results from experiment two and
four, demonstrating the basic phenomenon of depth of processing is a robust one (Craik & Tulving, 1975). Lastly, experiment ten tested the possibility
of whether stronger inducement (paying subjects for correct number of words recalled) to case–encoded words

Standardized Test Process
The way I take a standardized test is the night before i will study the subject that will be in the test so I can be prepared when I am testing. There will
be some problems I struggle in when I am taking the test but I do my best to solve it out. I consider my self and good tester because because I am
always about 60% prepare when I have to take a test. I feel like I have always been a good tester because I feel like I am always prepared to take a test I
don't struggle as much when I am prepared. The way I prepare my self for a standardized test is I will ask the teacher to give me a few problems that
will be on the test to keep on practicing until I feel prepared. The night before I will review a few problems that I think will help me out

Testing : Test Or Not Test?
To Test or Not to Test? Standardized tests have had their share of controversy throughout the years. They are a highly controversial and a well debated
topic. There are many people who believe that the tests provide an accurate measurement of student performance and the effectiveness of the teacher.
But others believe that a single test on a single day cannot consistently determine these things and that the practice of these tests are extremely
overused. So the question is, does standardized testing help teach us the material that we need to further our education? Standardized tests have caused
problems for America's children; some do amazing on those tests and then there are some who do terrible because of stress and not being prepared
properly. About 16–20% of students have high test anxiety causing them to stress and become extremely nervous when they take the test; students
like this tend freeze or blank out on the tests. There are some who feel under prepared when it comes time for the tests, because they do not know the
material well that is needed for the test. It also seems that the teachers aren't teaching the students the material correctly. Recently there have been
glitches in the system causing some students answers to be erased and some of these kids may have to retake the test due to the error. There were
even some that were delivered to the wrong schools. With problems like these, is it really worth relying on a test to determine a student's knowledge?
The

Reflection On PARCC Test
The testing process was a general meeting with the staff who are qualified to administer the PARCC exam. The principal ran through a state
provided PowerPoint and provided the schedule that works well for the school. The principal explained the security measures as well as who to
contact in case of emergencies or problems. There was also another meeting for the staff that could not attend the original. All staff members who were
involved with PARCC testing had to sign a paper acknowledging that they attended the training. I was able to work with the secretary and principal to
coordinate testing times. I also served as a test administrator and shadowed the principal. In regards to the NJ–ASK, there were multiple security
components that had to be in order. First off, the tests had to be checked in by two people; the principal and the counselor who is also in charge of
testing. The boxes of tests are then delivered to the testing closet where they are counted and checked in their designated area. This closet is locked all
the time and only the principal has keys to it. The teachers were responsible to come to the testing closet to collect their materials. The principal was
responsible to make sure that staff members sign–out their bins and that all their materials are in the bin.
Reflection
As I reflect on state standardized test, I realize that budgeting extra time is always necessary. While all PARCC tests have enough time, there was a
day where one 8th grade class started late and had technology issues. This caused a delay in lunches being served to the students. There was also
another issue with the technology in general. Many computers did not load the tests as there was a JAVA update that needed to take place. There was
also the issue with having the tests spread out over 7 days and the whole school testing window over a month. The vision is to have the students test on
mine net–books and I–pads. While many schools do go that approach, I find that we would have to teach our students how to use these tools first
prior to the test. This would take always instructional time. While we have ample computer labs to accommodate 6 classes at one time, it would cause
a hardship on the schedule. I would prefer to

Standardized Tests Argument
Standardized tests argument Do we really need 20–25 hours for testing? Some people think testing is fine the way it is. I think testing needs a change.
We spend way too much time doing standardized tests that don't even measure the skills people need in life. My main pieces of evidence are, the
government is suggesting shorter tests, many other factors can affect standardized test scores, and my last piece of evidence is standardized tests don't
measure all the skills people need in life. My first piece of evidence is the government is suggesting shorter tests. Kids spend on average 20–25 hours
taking standardized tests. We could spend more time learning other things rather than teaching to the test. 2.3% of class time is spent on testing. ... Show
One thing standardized tests doesn't measure is creativity, or how well we think about it. Another thing is verbal skills, it doesn't measure how well
we speak or read. We've been taking the same IQ test for 100 years. We have had many chances to change the test ,but they think it is fine. This
paragraph explains that standardized tests don't measure all the skills people need in life. Some people believe the test does not need to be changed
and that it is just fine. 20–25 hours of testing is just the right amount of testing to give the correct data. I think not, it still does not measure life skills
and it is way too long. So now you know why the test needs changing. This essay explains why we need shorter standardized tests. The main pieces
of evidence I have used are, the government is suggesting shorter tests. My second piece of evidence is many other factors can affect standardized
test scores. My last piece of evidence is standardized tests don't measure all the skills people need in life. Now join me to protest for shorter standardized

Standardized Tests
Standardized tests are annoying little things that students in schools all across the nation have to take every year. Though, if all the facts are taken into
consideration, they do not really seem worth it, do they? Many people speculate whether or not they are actually measuring a student's intelligence or
anything like that. It seems that students do not necessarily have to learn the material, only memorize it for a short period of time. The question has to
be raised, though–– what exactly qualifies a test to be a standardized test? Well, as described by The Glossary ofEducation Reform, there are two main
things that make a test standardized. The first being that the test "...requires all test takers to answer the same questions, or ... Show more content on
Helpwriting.net ...
When students think about tests, their thoughts tend to move more towards the idea of "how am I going to memorize all of this in one week," I know
this from experience. Why is this the way that students treat such "important" tests? I ask myself that question just about every time I think about
taking an end of course test, SAT, ACT, or anything like that. All across the nation, students have also been introduced to a thing called common core,
which has, for some reason, been made even more difficult than the previous set standards. This seems to be no solution to the problem, but will more
than likely only worsen the ditch that we have gotten ourselves into, in terms of education. Before focusing on making school more challenging for
students and teachers, would not it make more sense for the problem of students not actually learning the content of the course to be fixed first? With
more challenging tests, comes more confused students who are willing to do anything just to pass; including flushing their education down the toilet.
They do this by only storing the information in their short–term memory rather than actually learning the content of the class, but it's not always their
faults, either. The way the school system is set up, students are not taught how to actually learn the material or use it in real life. A student's only goal
is making good grades on the tests and surviving the class. This memorizing business can hurt students later on in life, as well. These kids get used to
taking the easy way out, and will never learn the "deeper–thinking skills" that they need to succeed in the world today. "The focus on memorization,
fueled by standardized testing, has obstructed learning, according to Linda Darling–Hammond of Stanford University, who argues that students have
been losing or squandering most of the information they acquire in school." (Towler.) Even a

Standardized Test
Standardized Test Do Not Measure Intelligence
We go to school for twelve years, and throughout those twelve years we learn many techniques and a variety of subjects. The techniques we learn in
elementary school we pursue it into middle school. Once finishing middle school everything becomes more challenging. Walking intohigh school is a
really big step, and also very stressful. Going into junior year and senior year is when you set your mind to different goals and you start asking
yourself "What college do I want to attend?" "Am I even capable of being successful in the career I want to persevere in?" All those questions depend
on a test score, throughout junior year every student is getting prepared for the test that relies on their future. ... Show more content on Helpwriting.net
...
Social Studies, History, and for all intents and purposes, Science, are ignored, while topics such as advanced mathematics and English are elevated far
above their real world relevance. Science, while technically included in the ACT, is reduced to reading complicated graphs and interpreting their
results–– a tiny portion of what the field of science really amounts to. Important standardized test such as the ACT or SAT should rely more on
aesthetic subjects than just the basic subjects so students can be more interested in it, and they can actually show what they are capable off. Also,
having to sit in a classroom for hours, with people you may not even know and having to re–read an article because you can not focus can put a lot of
amount of stress on a student. Which, can also make students fail at taking a standardized test even if they are an intelligent person. "it's important to
remember that standardized tests don't measure intelligence. What they measure is how well a student can sit and take a test. They measure how well
students can learn the tricks to beat the system." (Lee 2015) The most important circumstance of taking a standardized test is how well someone can
memorize the steps and tricks not how intelligent someone

Bless The Test Analysis
Judging a student's future off of a test that is not structured around their personal abilities is not fair. Every student is not the same, therefor should not
be tested like so. It is important to keep in mind that 13% of high school students have a learning disability and many students just have a hard time
taking test. Looking at a response to the New York Times blog "How Well Do You Think
Standardized Test Measure Your Abilities?". Lauren states that
she had been a 4.0 student throughout her whole high school career, however when it came to taking the ACT she only scored a 22, a below average
score. Many students like Lauren do well in the classroom setting, but when testing time comes around they manage to do poorly. A lot of the times
students become pressured and stressed, causing them to become nervous during test. 6.5 million high school students are diagnosed with a learning
disability. When I was in 5th grade I was diagnosed with dyslexia. Due to my dyslexia, I was allowed extra time, and in some cases, the questions
would be read allowed to me. However, when taking the SAT/ACT I was not given these accommodations.... Show more content on Helpwriting.net ...
For instance, one math teacher might be an extraordinarily lenient grader, while another might be brutally hard." Though I do agree with this point,
I also believe that the way teachers prepare students for standardized tests can differentiate from teacher to teacher as well. During my senior year, I
took two SAT preparation classes. Looking back and comparing the two classes, I felt like each class was for a different test. After just one day in the
second class I learned more than I did the whole time spent in the first

Test Optional Schools
SAT and ACT standardized testing has been required by colleges since the 1920's, however a new trend of test optional schools have been appearing.
Test optional schools allow students to choose whether they want to submit their test scores to colleges. It is supposed to stop unfairness and bias in
the college acceptance process. Bowdoin College was the first school to become test optional in 1969. However, it was not until 2009 that many
schools also started to become test optional. Today more than 870 school are test optional. Schools are choosing to pick the right students instead of
the best test takers. Colleges are questioning whether SAT and ACT can really predict a person's future success.
The SAT was started in 1920's, it was the... Show more content on Helpwriting.net ...
Moreover, boys score slightly higher than girls across all races, despite boys' lower grades in high school and college when matched for identical
courses." Research have also found that fast–paced, multiple–choice format favors males over females. Guessing, a risk males are more likely to take,
is rewarded. Since multiple–choice items does not allow for shades of meaning they work against the most typical female thinking style. The ACT
regularly underestimates the abilities of females, who earn higher grades than males in college, despite lower ACT scores. Many colleges instead of
requiring test scores are choosing to make interviews mandatory for students so that they can truly get to know an applicant before admitting them. No
test can communicate a student's passions, interests, motivations and achievements. Lewis and Clark college are allowing applicants to choose "Pathlio
Path" which requires them to send four writing samples and three teacher recommendations instead of test

Standardized Test Score
Throughout high school, students strive to do their best so they can go to the college of their dreams. They excel, and are straight A students with
perfect GPA's, several extracurricular activities, and many leadership positions. These students appear to be the perfect choice for any university.
Unfortunately, there might be one element that separates these students from his or her dream school– standardized test scores. This one test score could
be the difference between attending an Ivy League school or an average level school. In most cases, the best way to succeed on these tests is with the
help of expensive practice books or a tutor. However, many students cannot afford these tools, and as a result, will not do well. These tests are simply...
Show more content on Helpwriting.net ...
The reason for this is the desire to get into a great college so they can have a bright future. Countless hours of studying and time doing school
activities are some of the prices that must be paid, but in the end, it will all be worth it. Or will it? All those years of hard work could become
almost meaningless with just one simple test score. All Ivy League schools require and average ACT score of at least 32 for an applicant to even be
looked at with care. Although every other aspect of the students application may be perfect, if the ACT score is not up to par, then acceptance into a
prestigious university is highly unlikely. Throughout America, the opposition to standardized tests is increasing due to the negative effects they are
having on bright young students. These tests are taking these students years of hard work and basically throwing down the toilet. It just is not right to
have one test that bases how smart a student is, when there are so many other factors that should be looked at. Standardized tests should not be
required for college admission because they are an unreliable measure of a student's performance and are not as important as what was accomplished in
the students four years of high

Jeopardy Test
To find out whether a computer can not only hold vast amounts of data, but to be able to assess that data quickly, Jeopardy is a logical way to test it.
The reason Jeopardy makes sense as a test platform is because the average contestant on Jeopardy has such a complex understanding of different
subjects, viewers have often compared them to computers. Eugene Finerman told the Wall Street Journal (1990) that he had to scan over at least 200
issues of Time magazine to feel like he could answer a good amount of questions. However, testing thecomputer on a quiz show means that the
computer only had to be as smart as the human players it was competing against. Testing multiple computers (with different knowledge, software, or
with some other difference) would be more adequate competitors.
The computer used in the test was set up specifically for the process of retrieving data. If that is all you are wanting from a computer, then it is
acceptable. I find a computer retrieving data, like Watson, to be like the Criminal Minds character Dr. Spencer Reid. When Dr. Reid hears "something"
that he understands, he will go on a long tangent explaining the background information on that "something" when you really didn't need all that
information. ... Show more content on Helpwriting.net ...
Smaller, compact versions of Watson are already being used in the service field. When you use a display at a store that asks you question, like a
self–service package mailer at the post office, you are using a specialized Watson. The computer is only set up to ask questions regarding packages.
With every answer you give, a new set of questions are posed. For a complete version of Watson to be used, the only location that I could find it
relevant would be a library. There are many different questions that can be asked of it and Watson can even be programed to tell people where they
can find more information (by providing Watson with the library's

Psychometric Test Essay
If you apply for a place on a graduate scheme with a big graduate employer, chances are you'll be asked to take psychometric tests. They are often used
as a filtering mechanism at an early stage in the recruitment process.
As with any kind of test, you can improve your performance by knowing what to expect and by practicing. As long as you've done some preparation
beforehand, you can approach psychometric tests confident in the knowledge that you're as well placed to succeed as anyone else.
Psychometric tests are impersonal, standardized and objective, and practice tests are readily available. The psychometric test is a level playing field:
employers value them because they are a fair way of comparing different candidates' strengths regardless ... Show more content on Helpwriting.net ...
If you're right for the job and the employer is right for you, you'll do fine. If the job and employer isn't looking for people with your personality, you'll
make a lucky escape.
Ability tests measure either general or particular skills, capability and acumen most of this test are done with people who must take an exam in order
to obtain a professional license. This category of test can include:
Numerical tests: assess how well you interpret data, graphs, charts or statistics. Can test basic arithmetic.
Verbalreasoning tests: assess how you well you understand written information and evaluate arguments and statements.
Non–verbal reasoning tests: assess how well you follow diagrammatic information or spot patterns. Can check spatial awareness. Diagrammatic or
abstract reasoning tests are sometimes described as inductive reasoning tests.
Logical reasoning tests: assess how well you follow through to a conclusion given basic information, or using your current knowledge or experience.
These include deductive reasoning tests, in which you are given information or rules to apply in order to arrive at an

Rosenberg Test
On the Rosenberg scale results I got a 20 out 35 on the scale, which is considered a normal score on the test. For the self esteem IAT test my results
were that I moderately identify more with good than bad. I believe it's really hard on the Rosenberg test to figure if you may have self esteem issues,
because it's not broad enough the test only asks you 10 questions, I don't think that's enough to show you may have a self esteem problem, but to
show maybe a warning sign of self esteem problems, I think what would improve this test at the end, would be to let you know by your score, if
you may need to seek a therapist's or give ways to reach for help and give tips to improve your self esteem. I believe these tests really lack of when you
get your results of really pushing you the right way, I believe they can make the tests ... Show more content on Helpwriting.net ...
I believe the Rosenberg test is defiantely not long enough to really help improve that much, and really does not give enough feedback to improve
that person taking the test. The IAT was good to at least inform the person more that they may need to work on some things, by putting them into
two categories good or bad. I believe one of the most important parts of these tests are a better connection with the test taker, and the IAT gave a
good job in showing clear instructions, and the purpose of what this test is trying to measure, and gives you opportunities to learn more on the
experiment, and what their website is trying to do. The Rosenberg scale, I think gave a poor job of instructions and not a good description of what
really they are going for in the experiment, and did a poor job at redirecting people, as well as not give them enough info of what they wanted to
know. The IAT website also gives you multiple different tests you can take, but the Rosenberg scale just gives that one

Standardized Test Discriminatory

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