Assessing Fairness

Standardized testing has become the main component in determining a student’s capability. A test should not determine if the student has a mind that is above average. In the article titled “Standardized Testing: Undermining Equity in Education”, it states, “Qualities such as a student’s sense of citizenship, ethics, confidence/self-esteem,...respect for others, self-discipline,...are not seen in standardized tests.” Every student is unique and has

2. Children will be tested fairly to determine if they will receive special education services.

Standardized tests can also be biased or unfair because questions on these tests necessitate understanding and abilities that typically children from advantaged families have (Kohn, A, 2000). Children who live in poorer communities have a

Over the past decade, several researchers have released evidence proving a bias in standardized testing towards minority students. In this paper I will argue in favor of those supporting the idea of a bias in standardized testing. A bias in standardized testing would not only effect the students it is biased against, but the public and other students as well. This is why it is important that we take the time to educate ourselves with the evidence provided. In order to make a decision as to whether or not standardized testing is indeed biased, we must educate ourselves on the amount of test preparation the test requires, as well as how it is created.

Review a range of different assessment methods available and explain the ones you would use for your subject area. Evaluate the use of assessment methods in different contexts including reference to initial assessment, formative and summative. Justify the types of assessment records you would keep and why.

Valid – The test must be shown to measure what it is intended to measure. Unbiased – The test should not place students at a disadvantage because of gender, ethnicity, language, or disability.” Yet, all three requirements for a test to be viable do not apply to standardized testing. Results produced are not consistent, as the day to day lives of students are constantly changing; Issues in the students’ lives may affect their thoughts, emotions, and health that would affect the results of their tests, providing a variety of test scores for one person alone. The validity of the test is also in question as it does not account for differences in students’ backgrounds and personal life so test scores do not accurately measure student’s abilities, but rather, it measures their ability to memorize information and test taking skills. Standardized testing holds a very large amount of bias, as the students of different ethnicities, cultures, and languages, have to confront many biased questions that are present in standardized tests. Therefore, standardized testing, according to Zucker’s analysis of an effective test, should not be used as an effective measure for testing students’ intelligence as it breaks the three requirements that make

This issue of standardized testing is an ongoing debate that has been argued about for decades, with strong support coming from both sides. These assessments are used all across the national education system to evaluate educational performance. Some believe that they are a vital resource for success, while others view them as a predisposed technique in assessing intelligence. Standardized testing is an inaccurate method of measuring a student’s intellectual abilities because it fails to present students with the content they have been taught and are familiar with, it restricts students with its limited subject matter, and it only measures knowledge based on a student’s ability to memorize proficiently.

The current use of standardized testing to measure and mark academic success and progress is not fair

Gender, culture, socioeconomic biases give White, affluent, and male test-takers advantages on standardized tests. This occurrence is problematic because it adversely impacts, a definable subgroup of test takers when to compare with the remainder of the test takers. When a test is biased, it can be problematic if the differential validity test is not equally valid for relevant subgroups. Argumentatively, that there is no such thing as a bias-free test, but it can still be unfair. African American students are the recipients of this inequity versus any another racial/ethnic group. Theoretically, the test-makers must aim to reduce or lower test bias for racial, gender, ethnic groups. Always consider African Americans’ background experiences

A conversation about justice can strike up many questions. Including, can there be justice for all? Is social justice fair, or just what is appropriate for a particular situation? Does the majority have more say than the minority? Is the law always just? Can there be equality for the minority without taking privileges from the majority? There are many problems with the society determining the definition of just. One is, if the majority is allowed to create the terms of justice the ethics of minorities will usually be treated as less important, or completely ignored. Also, to determine if something is just or unjust one has to evaluate if it encourages or prevents fairness of every individuals’ civil freedoms, not just beneficial to the more

“Our educational goal [is] the production of caring, competent, loving, lovable people” . The students found in the schools across the United State are the future of America. They are the doctors, teachers, business people, lawyers and many other roles, that will be out in the workforce in the years to come. What they learn in school will impact them immensely; it is the responsibility of a teacher to give students the best education in order to ensure the common good of the future. It is essential for students to not only learn content matter, but also the skills to enable them to participate in a democracy. Due to standardized testing, the emphasis of education has become on score and rankings rather than learning. A standardized test does not look at the whole student, the scores provided are on a very narrow aspect of education. In the classroom, there are countless ways for teachers to assess the student as a whole person not as just a score. Standardized tests scores should not be the sole criteria for determining a student’s academic achievement.

Another experiment that I researched on that has been done at Bucknell is the fairness experiment. This experiment seems to be fairly common as I saw various people and sites talking about it and the results. For this experiment done on capuchin monkeys, they are trained to return a rock to the scientist to gain a reward, which is this case is a piece of cucumber. Then, the other monkey who does the same task is rewarded with a grape, a much better reward to the monkeys. The monkey who only received the cucumber responds significantly to what he has seen and gets very angry. He starts to pound on the walls of the cage, demanding that he also gets the same reward. After not receiving a grape the monkey will throw his food back at the researcher

The theme of limitations in testing design is represented as the discussion of inherent testing flaws that do not create bias intentionally and cannot be eliminated with the currently existing resources. Thus, Gawthrop (2014) states that at the present moment as well as in the near future educational professionals can do nothing to fully remove all signs of bias from testing design because standardized evaluation is extremely limited in its ability to measure student knowledge with perfect objectivity. At the same time, Robin Munson and Cinda Parton’s article “Bias and Fairness in State Testing” disagree with this notion as the authors believe that it is possible “to prevent bias and assure fairness” entirely with the help of the review committee

Test administrators should understand and clarify why the test taker is being assessed,(American Educational Research, 2014). Additionally, they should also understand why certain tests, inventories, and diagnostic procedures are selected. As a student, in the process of achieving a Master 's degree in clinical psychology, it is essential to be aware of the reasons for certain tests, their reliability, and validity.

All that is fair is not equal.There's many reasons for this topic. This is a five paragraph essay so this has to be enough.I have three reasons in three paragraphs for this topic ready set go.