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Essay / Research Paper Abstract
A 5 page overview of the many problems inherent in standardized testing. Despite these problems, standardized testing is a requirement in the contemporary classrooms and as such must be embraced as a tool to help students develop and succeed. Bibliography lists 11 sources.
Page Count:
5 pages (~225 words per page)
File: AM2_PPedStndTesting.rtf
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Unformatted sample text from the term paper:
topics in the contemporary educational system. Critics of standardized assessment frequently point out that preparing students for the tests takes up too much of classroom time, classroom time that
would more appropriately be devoted to real learning exercises rather than drills on how to take multiple choice tests. These critics also insist that standardized test come with
an inherent bias that puts non-mainstream students at a severe disadvantage. Often, in fact, stories and reading material in standardized tests are written from a largely white perspective and
this results in less overall comprehension and poor reading scores. Criticisms such as those noted above are not without substance.
When analyzing the results of practically any form of standardized testing it is often easy to identify definite bias in reading comprehension test items in particular. Consider scores in
relation to the demographic data that goes along with the reports from standardized testing and a discernable difference in performance based on race is often detectable. The primary reason for
the differences in overall comprehension scores in regard to students from non-white racial backgrounds is that the students schemata, or background knowledge structures, are differentially activated when a story is
interpreted. A students racial background and culture are particularly important in this regard. This is just one more example of how there are differences in environmental factors
that result in the suppression of non-mainstream students while mainstream students are propelled onward (Fischer, 1996). Unfortunately, some test results are presented in a way that makes it exceptionally
difficult to ferret out just what the problem might be for poorer performing students. To illustrate the points presented above it is useful
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