The document discusses standardized testing and its impact on marginalized students. It argues that standardized tests often put students from underfunded schools and students of color at a disadvantage since they do not account for different learning styles and access to resources. While assessments are important, the current one-size-fits-all approach to testing does not accurately measure student learning and abilities. The document calls for more differentiated forms of testing that are available to all students to make assessments more equitable.

1. A VIEW ON STANDARDIZED
TESTING
TIANA GIBBONS
AUGUST 20, 2019

2. LITERATURE REVIEW
 “The chapter examines the persistent
and the everchanging aspects of
oppression by tracing ways in which
“commonsense” knowledge and
assumptions make it difficult to see
oppression clearly.” (Bell, 1997, p. 3)
 If thoughts and ideals were actually
fair, oppression would not have a job.
IDEALS
MINDSET
OPPRESION

3. INTRODUCTION TO
THE THEORY OF
OPPRESSION
•The Theory of Oppression is that
based off of interpretation of
information received about a
particular group of people with
whom oppression occurs, one might
decide to either continue on with the
mindset, or allow the information
provided to spark activism to create a
change for the oppressed. This is all
dependent on the mindset of those
not being oppressed. (Bell, 1997)

4. TOPIC INTRO AND THEDETAILS
• Racial inequality engrained into our society
• The inequalities that we see in our society play out in classrooms across the country
3 Purposes of Standardized Testing
1. High school students have the necessary skills to graduate
2. To identify weaknesses and strengths
3. To make the system accountable for results to be had
While assessments are mandated, the State does not provide context on how they should be provided;
outside of an IEP. (North Carolina General Statutes Chapter 115c, n.d.)

5. HOW DOES THIS TIE INTO STANDARDIZED TESTING?
• Students learn in many ways
• Students have differentiated learning but not differentiated ways of being assessed
• Problematic for students of color who attend Title 1 schools where resources and tools are limited
• What ways are the playing fields even when students who don’t learn on the same access level are
required to test on the same level?

6. • Educate ourselves on ways to level the playing field for our students
• Teach students what it means to advocate
• We can teach our students ways to become empowered; including what it
means to advocate for themselves and others and why it’s important
• Collectively they have the power to plan and implement a solution; why is it
important for them to do so?
• Students can be tested verbally, with manipulatives, via technology, through
images, or any other method deemed fitting. (Testing Accommodations, n.d.)
SO WHAT CAN BE DONE?

7. CONCLUSION
• I do not believe that we should eradicate assessments; they are needed and important. However, the
way in which they are administered need to be addressed and resolved.
• Assessments need to be able to accurately students’ strengths and weaknesses. One size fits all testing
is a disservice to students.
• Differentiated testing should be available to all, just as differentiated instruction is made available.

8. REFERENCES
• Bell, L. A. (1997). Theoretical foundations for social justice education. In M. Adams, L. A. Bell, & P. Griffin
(Eds.), Teaching diversity and social justice (pp. 1-15). New York: Routledge.
• North Carolina General Statutes Chapter 115C. Elementary and Secondary Education. (n.d.). Retrieved
July 21, 2019, from https://codes.findlaw.com/nc/chapter-115c-elementary-and-secondary-
education/#!tid=N8013CB90AAE311DAB900D8B04EA81CAB
• Testing Accommodations. (n.d.). Retrieved July 21, 2019, from
http://www.ncpublicschools.org/accountability/policies/accom