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Essay / Research Paper Abstract
11 pages in length. The fundamental concepts behind traditional (standardized) testing and alternative (nontraditional) testing are the same: to monitor a child's progress through assessment; however, the manner by which each method approaches this shared objective has long been the source of debate within the academic community. For example, English language learners (ELLs) are at a distinct disadvantage when it comes to submitting to traditional assessment formats due to the fact that their individual needs and accomplishments are not evaluated. Kleinert et al (1999) note that utilizing alternative assessment methods, however, overcomes the otherwise neglected areas inherent to standardized testing's multiple choice, norm-referenced, automated format and provides children the ability to express themselves in myriad ways – such as short and long answers, observation and performance – that help educators to formulate a more comprehensive view of individual progress. Bibliography lists 12 sources.
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11 pages (~225 words per page)
File: LM1_TLCasses.rtf
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Unformatted sample text from the term paper:
each method approaches this shared objective has long been the source of debate within the academic community. For example, English language learners (ELLs) are at a distinct disadvantage when
it comes to submitting to traditional assessment formats due to the fact that their individual needs and accomplishments are not evaluated. Kleinert et al (1999) note that utilizing alternative
assessment methods, however, overcomes the otherwise neglected areas inherent to standardized testings multiple choice, norm-referenced, automated format and provides children the ability to express themselves in myriad ways - such
as short and long answers, observation and performance - that help educators to formulate a more comprehensive view of individual progress. "...Accountability systems for these students should ideally capture
not only learned skills, but also the range of environments in which the student currently participates and evidences those skills, as well as the social networks and quality of supports
provided to enable the student to be a valued member of his/her school community" (Kleinert et al, 1999, p. PG). A perfect
example of how standardized assessments leave much to be desired when it comes to testing the progress of urban learners is the recent dispute over the way in which Massachusetts
conducts its testing. Richards (1998) illustrates how the Massachusetts educational system has long struggled with the challenge of scholastically reaching each and every student. However, the decision to
employ the standardized tenets of the Massachusetts Comprehensive Assessment System as a means by which to academically evaluate the student population has come under a great deal of criticism for
its broad-brush application. At the core of the debate of whether or not MCAS testing is equitable for all students is the fact that it has proven to be
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