Faulty Reasoning behind Testing

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Children enrolled in Chicago Public Schools (CPS), Kindergarten through Second Grade, are required to take at least three major exams throughout the school year; while children enrolled in Third through Eighth Grade must take four; however, those enrolled in High School must take at least three exams in addition to other optional exams every year. The scores from these exams are used to gauge the academic competency level of students compared to their peers, teachers compared to their colleagues, and neighborhood schools compared to others, locally and globally. Test scores have become so decisive to the future of students, teachers, and schools that curriculums have become test preps rather than the teaching and application of knowledge.…show more content…
Cultural biases and environmental conditions are both effected by social status. When creating curriculums, Harcourt, Mc-Graw Hill, Pearson, and Thomson, does not contemplate cultural differences; therefore, the learning styles of most cultures are dismissed, leaving them vulnerable to comprehension complications. In addition to cultural bias throughout curriculums, exams are constructed to test knowledge based on Common Core Standards, which does not consider the culture, starting point, or environmental conditions of students when analyzing their scores. Environmental conditions especially interfere with learning. Many students within poverty stricken communities does not have access to adequate basic needs (food, shelter, and clothing) before and after school, which keeps them from excelling outside, as well as inside, the school building. Schools in poverty stricken areas, due to failing to produce high test scores, are being closed, which destabilizes communities and children’s learning environment even further, causing scores to decline even more. Neill gave the basic argument and theory of testing advocates. He revealed to Caref that “the basic argument is ‘accountability’ for students, schools, and educators… In theory, testing will show where the problems are, and sanctions will force educators to do their jobs better” (Caref 6). Advocates of testing accept as true that all
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