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Essay / Research Paper Abstract
A 9 page research paper that argues that the nationwide standardized high stakes testing, as mandated by the No Child Left Behind Act, has not improved America's educational system. After presenting this argument, the final pages of the paper offer alternative solutions to reform. Bibliography lists 10 sources.
Page Count:
9 pages (~225 words per page)
File: KL9_khstantest.doc
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Unformatted sample text from the term paper:
improving education in America. The founding premise behind the NCLB is that standardized testing provides an accurate assessment of student learning, but this assumption continues to be highly controversial. While
the Department of Education has argued that NCLB testing holds both teachers and schools accountable to their duty to provide a good education to their students, many educators argue that
the standardized test scores do not accurately reflect students knowledge or abilities and that the penalties imposed by the NCLB for poor test scores do not promote improvement in these
schools. Examination of recent literature indicates that those who oppose the NCLB and the mandated use of standardized testing present the argument that is most persuasive, as literature indicates
that the use of standardized testing has failed to provide the improvement in American education that is the stated intention of the NCLB. After examining this complex controversy and taking
a stand against mandated standardized testing, possible alternative solutions to improving American education will be presented. The nature of the controversy and standardized testing Standardized tests utilize a multiple-choice
format, with each question having one correct answer (Dolezalek, 2009). A primary attraction of this method of assessment is the fact that it can be machine-scored, which is presented as
a factor that makes this assessment method "objective" (Crighton, 2012). However, standardized testing is no longer believed to be capable of assessing the full range of skills, knowledge, or abilities
that students possess (Crighton, 2012). A prominent criticism of the format is that answering "superficial questions that do not require real thought" is an inaccurate assessment of whether students can
think or create (Dolezalek, 2009, p. 20). Also, various factors can interfere with students ability to do well on these tests. Test anxiety, learning disabilities, and learning English as a
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