Children's Unsatisfactory Test Scores

The ability to write and speak well are not scored, neither are creativity and problem solving skills. Rather these tests test ability to memorise information that will later be used on the test. This causes unfair manipulation of test scores and less knowledge retention. When we go from expanding knowledge to testing memory this doesn’t allow us to identify skills employers are looking for in youth. Current tests aren’t getting kids ready for the workforce nor are they an accurate measurement of intelligence. They’re a (not always working) measure of a specific type of

Teachers strive for their students to score well because the score also reflects on their teaching. Teachers seem to no longer teach for students to learn material and retain knowledge but to “ace” tests. Some learn to teach according to the test. Students learn the information that is going to be on the test but do not necessarily fully understand the material they are learning. There are certain standards that have to be met with each test. In most states part of the scores reflect the

A main issue why you cannot judge a teacher based off their students test scores is because some factors are out of their control. In any classroom across the world there are some students who are smarter than others. (Popham 13) Some can be excellent at math, while others can exceed in science. (Popham 13) A teacher can give over a lesson in a clear and succinct way but there will always be students who do not do well. (Popham 13) Recent thinking among leading educators suggest that there are various forms of intelligence, and a child who is born with less classroom skills may possess other abilities that will not be shown by a test. (Popham 13) For a student as such, a teacher is limited in finding a successful approach to help them gain a high test score.

Most of test is just going to tell what students know on paper, but scores do not show what can an individual apply the knowledge in the real world. For instance, a person who has practice and invested their time on something and apply it in the real world is the one who's going to do well when it comes to who is actually is smart the one who has practice or the one that took the test and did good but is going to do bad because of the person that did not apply outside than a

It may not be the teacher’s performance that is affecting the students test scores. The students may not develop on the same level that the standardized test are wanting them develop at. Tests scores are unreliable, but they still are more often right than wrong, but not sufficiently more often to justify making high-stakes decisions on the basis of test scores alone.

According to Ravitch, what are the consequences of evaluating teachers by the rise and fall of students’ test scores?

Tests have become the most important indication of a teacher’s success and school’s performance. As a result, teachers may feel the need to ensure that the scores stay high and continue to rise. Teachers tend to cover only what is expected to be on the

Another problem with standardized testing is that these tests dampen students’ interest and desire to acquire knowledge in a wider scope outside of the subjects being tested. Students are forced to focus in the core subjects being tested such as Math, English and Science (only at times) whereas neglected other creative curriculums like Music, Visual Arts, Literature, Social Studies, Critical Thinking, Presentation, Group projects,etc. A large amount of time is dedicated to test prep and simple leaves no time to learn more “noncognitive” topics which is crucial as mentioned in the article “Does Standardized Testing Really Evaluate Your Kids Learning.” Johnson by his research strongly claims that “non-cognitive qualities—such as resiliency, creativity,

Tests do not provide any insight to what should be done to improve the scores and to help the students succeed, that’s because these tests generally do not have enough material to effectively be able to evaluate one’s strengths and weaknesses so they serve no true purpose or benefit to

Getting an education is the main goal for everyone, although it is easy to obtain there are some obstacles to it. One of the main obstacles students face at the beginning of their education is standardized tests. Schools have started to adopt this type of tests as their main way to evaluate students’ intelligence and teachers’ effectiveness to educate the students. The way students used to learn has changed, in order to get them ready for the tests they have to spend much of the school time preparing for it instead of learning something they can use in their future life. According to Bruce Jacobs in No Child Left Behind's Emphasis on 'Teaching to the Test' Undermines Quality Teaching, a 2007 study by the University of Maryland teachers were put in much pressure and had thoughts to teach the test […]. This shows that teachers have also been affected by standardized tests in a way they have more pressure to make students pass. Having teachers ‘teach the test’ means their way to educate has been corrupted. In most cases when teachers’ ability to educate has been changed leads them to practice methods not convenient for scholars. One of these methods is memorization, in Relying on High-Stakes Standardized Tests to Evaluate Schools and Teachers: A Bad Idea by Hani Morgan describes how students start to adapt to an “inferior type of learning, based on memorization and recall students gain when teachers

Formal assessments such as standardized tests are not ideal to use to assess young children. Young children are constantly developing and changing, and because of these rapid changes, it is important to adjust assessments accordingly. Young children typically demonstrate their knowledge through doing as opposed to writing and talking. Therefore, conducting a standardized test on youngsters would be extremely hard, making the results difficult to measure and highly inaccurate (Shepard, Kagan & Wurtz, 1998, p. 3-5).

Another source that agreed with this main point was my interview with Devin Wolfe; Wolfe stated how he “(doesn’t) think there’s any reasonable way to universally indicate college success” (Wolfe). Due to this, Wolfe stated how he believes that modern standardized tests, such as the SAT and ACT, are not accurate in their assessments of students’ readiness for college life and challenges and should therefore not be used (Wolfe). Similarly, Strauss supports my main point by stating that the results of the tests are being inaccurately used to judge a teacher’s educational abilities in a so-called “’test and punish’ approach” (Strauss). This supports my main point in that the tests’ results were inaccurately used for something that they were unintended for as well as the fact that the results were being used as a judgement tool against teachers.

While i was reading the aritcle “Psst ... It Ain't About the Tests: It's Still About Great Teaching” by Robert DiGiulio i believe that his main points is how he views different teaching point of views. He mentions some of his point of view of what a good teachers is, But he also mention some of the charastics of what a “good teachers” needs to have. I believe that he focus more on teahers teaching, instead of test scores. He mentions that stadndarized testing should not be how we mention student knowledge. My opion is you cant based how good a teacher based on some sort of standarizes test.

Nowadays, the global is facing the same pressure in early childhood education; many countries’ education system start to teach children academic skills at progressively younger age; because of the concerns about falling behind peers in their later the school aged. However, these early-accelerated preschool programs do not necessarily guarantee future academic success. Even worse, that may cause children’s social and emotional problems in the future (Marcon, 2002). More and more researchers suggest that through engagement in The Vygotskian theory of make-believe play, young children will be on the right track of cognitive development, then master necessary prerequisites of academic skills.

According to Turgut, educational tests have improved in its validity and reliability since the initial introduction of standardized tests (65). Parents and educators who have experienced tests and quizzes every class time believe that if given more exams, students would have to