Jeopardy Test

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 the computer 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
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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

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,

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
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

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,

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

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
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

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

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
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

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 Our Education 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

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

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 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 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

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 content on Helpwriting.net ...
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

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 ...
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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

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 more content on Helpwriting.net ...
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 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 into high 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

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

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

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 more content on Helpwriting.net ...
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

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
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

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
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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

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

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
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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.
Verbal reasoning 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

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

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

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

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
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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 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

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

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 content on Helpwriting.net ...
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 pursuing
psychometrics 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 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 of Education 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

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

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

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

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

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

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