Reflection On Louisiana Literacy Test

As a result of testing accountability, teachers have changed the shift in their classrooms and focus on teaching to the test. Many criticize that the tests that are administered do not allow for thoughtful or deliberate thinking. Multiple choice questions, condensed reading passages, add to the inauthenticity of the test and can impede the ability of students. Studies have also show that test taking has a negative impact on student achievement in reading, writing, and mathematics. ELL students are still developing their English language skills while learning new content. It is unfair to have the expectations that these ELL students are being held accountable with the same standards as their native-English-speaking peers. ELL students need to have the necessary background knowledge, English language and academic language knowledge to successfully understand test

I completed my literacy field experience at Isanti Intermediate School/School for all Seasons in Isanti, MN. I was able to complete my 20 hour observation in a 1st grade classroom (primary), a 3rd grade classroom (intermediate), and conducted fluency tests in a 5th grade classroom. Each class had approximately 22 to 25 students. Also during this literacy class, I was also able to spend a few days observing a 3rd/4th grade classroom and a kindergarten classroom through a couple of sub jobs I completed. I need to note that my understanding was that 3rd grade was part of the intermediate program so I completed half my observation and assessment time with a 3rd grade classroom and completed a 3rd grader assessment. I am happy to say

However, the government officials could have fought for these tests by saying that the tests made sure that voters understood who and what they were voting for. The Alabama test B and C especially would be very easy to fight for due to the fact that it actually went over what could pertain to what was on the ballot. While the other tests were just focused on if they had obtained an elementary education, officials obviously knew that all of the rich white people were able to receive an education. The arguments for those tests would be more focused on how those who vote should have an education so that they’re able to read about the problems that the laws are focusing on and what the newspaper is reporting on possible politicians running. They might have also said that those without an education does not have the skill to think critically and understand what is going on in the government due to them having a laboring job instead of someone who's a doctor or lawyer. However, the literacy tests were not the only standardized methods in the south to help African Americans to not be able to vote, there was also the application itself that helped the white people defer the African American’s away from

“…only twenty-two percent of those surveyed said increased testing had helped the performance of their local schools compared with twenty-eight in 2007” (“Public Skeptical of Standardized Testing.”). Furthermore the poll indicated an eleven percent increase, compared to last year, towards the favor of discontinuing the usage of students’ test results for teacher evaluations. William Bushaw, executive director of PDK International and co-director of PDK/Gallup Poll also stated, “Americans’ mistrust of standardized tests and their lack of confidence and understanding around new education standards is one the most surprising developments we’ve found in years” (“Public Skeptical of Standardized Testing.”). All in all, not only are these tests a concern for students, who are forced to sit through them, hoping to get a decent enough score to place into a class, receive their diploma, or even get accepted to the college of their dreams, but they are a concern for parents as well, who only want the best for their children and to see them succeed.

Upon completing the civic literacy exam I scored 17 out 33 questions correctly. I scored 51.52% which is higher than the average scores Americans received on the exam. I did not think my score was going to be higher than the average score. While taking the exam some of the questions that appeared on there contained information I had very little knowledge on. Majority of the questions I had trouble answering were questions pertaining to the economy and business. The questions that were asked where questions one would typically see in an economics class. I need to expand my knowledge in that area. Overall, my knowledge on U.S. history was higher. I think this test is a good gauge of civic literacy. Before taking the quiz I noticed it was reported

Although legislatives assumption was that high stakes testing would enhance understudy inspiration, and raise understudy accomplishment, that supposition was completely incorrect. The effect of standardized testing (high-stakes testing) has not been positive throughout the United States at all. Due to the lack of motivation, the high retention rate, and notable change in dropout rate, it may be a while until many states recover, especially for states like Louisiana. According to Nola, Louisiana is tied with Florida for having one of the country’s fifth lowest graduation rates, and one of the highest dropout rates. Our society needs to come together and think of a plan that will help students, and prevent the increasing number of kids who decide to give up on school. A system that will benefit both students, and teachers should be created; making it better for both, students and teachers to work together properly. With a new system student motivation may improve, the number of over aged students sitting in the wrong grade will decrease, and the notable dropout rate will actually

State Senator, Kel Seliger, wants a law that allows students to graduate without passing required tests. However, this bill has received many criticism, due to people being against lowering the standards for all Texas students. Nonetheless, the Senator and his supporters argue that it is a fantastic idea. Numerous students will be able to graduate as long as they meet the requirements of an “individual graduation committee”. They argue that many students who failed the required tests is due to a learning disability such as dyslexia, English not being the person’s native language, and etc. For example, they mention a Flower Mound who failed a required course and now has a 3.6 GPA at Oklahoma Christian University.

What once began as a simple test administered to students yearly to measure understanding of a particular subject has, as Kohn (2000) has stated, “Mutated, like a creature in one of those old horror movies, to the point that it now threatens to swallow our schools whole” (p.1). Today’s students are tested to an extent that is unparalleled in not only the history of our schools, but to the rest of the world as well. Step into any public school classroom across the United States and it will seem as if standardized testing has taken over the curriculum. Day after day teachers stress the importance of being prepared for the upcoming test. Schools spend millions of dollars purchasing the best test preparation materials, sometimes comes at the cost of other important material. Although test

These standarized tests were not created to measure students’language proficiency .With the No child Left Behind Act(NCLB), states have to use standarized testing to measure students’ adequate yearly progress(AYP). According to Paige , one of the proponents of the NCLB, standardized tests deliver a valid and reliable means of measuring student learning, and this method expands on teacher-made assessments(Hulsh 2005). Test results alone should not be reliable and valid to measure students’learning. Acombination of assessments and projects can be more reliable and valid to show students’ yearly progress. Because English learners students lack the language proficiency to read and comprehend the questions, the results shoould be considered worthless. The invalid results don’t speak to the students’abilities. Fry mentioned that 46% of 4th grade students in the English language learner (ELL) category scored “below basic” in mathematics in 2005 and that that about 51% of 8th grade ELL students are behind whites in reading and math (Fry 2007). It is nearly impossible for half of ELL to receive a low score in the test. These numbers don’t always mean that the students don’t know the answer, but maybe the numers tell us that the english learners lack the reading comprehension needed to unsderstand the questions. According to Haladyna, students stop taking the test or mark answers aimlessly not because they didn’t learn but because they can not read and nonresponse and omitted responses are more prevalent with English language learners (Haladyna, 2006). When taking the math test, students migh know the answers , but can interpret the question wrong therefore giving a wrong answer.

Many students throughout the American education system struggle due to the fact that they have to take a standardized test. But, this struggle differs for each student, some are too lazy to take them while others are having difficulty performing well on these tests. As a student who learned English as a second language, I could relate with the people who are having trouble performing well on standardized tests. When I was in high school there was nothing more frightening than Standardized tests. There was a lot of emphasize on these tests and they had the power to determine my future in the means of deciding which colleges I could attend. But, I wasn’t alone in this matter, not all students perform to their potential on Standardized tests. No matter how hard I tried to study for these tests, I was just not doing as well as my class mates. It made me feel like I was beneath all my other class mates and I thought they were intellectually superior. But, I met other like me who were not good at taking test and didn’t perform well on these

In an attempt to create educational reform, pieces of legislation like the No Child Left Behind Act (NCLB) have been passed with the hopes of making schools “accountable” to the children within their walls. Although this piece of legislation was eventually overturned its effects are still being felt within Americas public schools and it is estimated that this generation will be less literate than their precursors (Kohn). Although well intentioned, the NCLB failed schools, teachers, and most importantly students all as a result of one key aspect of the law: high-stakes testing. According to the No Child Left Behind act, all states are required to give standardized tests to their students in the hopes of holding teachers accountable for their scores and ensuring all students become “proficient.” These tests have come to determine whether or not students can graduate, how and what teachers teach, as well as how much funding a school will receive. High-stakes tests can make or break a school, but with all this pressure are kids really showing sizable gains in areas like math, science, or reading? The answer is no and time and time again

Students are asked first to read the reading passages provided within the textbook. Then, they analyze the passage to underline, highlight, or select the most important information. This can also be through the use of paraphrasing (summarizing) each paragraph and/or applying the KWL(S) reading approach after reading. Afterwards, students will need to find ways to relate what they have learned from the text to their lives in order to connect to the readings and comprehend what they have read.

The National Assessment Program- Literacy and Numeracy (NAPLAN) is designed to test the knowledge and abilities of students in Years 3, 5, 7 and 9. It is undertaken nationwide, every year, in the second full week in May, by over 1 million students (ACARA, n.d.). Also, NAPLAN comprises of four domains, including; reading, writing, language conventions (spelling, grammar and punctuation) and numeracy (NAP, 2016a). The NAPLAN numeracy assessment evaluates students’ mathematical knowledge, skills and understanding. It also assesses the students proficiency, understanding, fluency, problem-solving and reasoning across the three content strands of mathematics: number and algebra; measurement and geometry; and statistics and probability (NAP, 2016b).

Tomorrow was the big day. The day that every student despised, but came every year. The problem that transcends national borders: standardized testing. Before I knew it, it was the final week, and time was running out. In my case, the Connecticut state test, the CMT, was in just two days. More than nervousness, there was a cloud of confusion surrounding this test for us students. Some said that preparation and study are necessary for this test, while most thought just the opposite. Some people were even saying that the scores for these tests somehow will affect our progress in school. Looking back, I don’t remember the test being all that hard, but it didn’t make sense to me. How could this one test, filled with questions that require shallow thinking and zero creativity, show the state the performance of my hard-working teachers, or the individuality and strengths of each student? Or on a larger scale, every student in the entire state?

                  There’s nothing more stressful to me than taking tests, especially state tests which are a graduation requirement for me. I’ve been waiting all year long for this test to come along, everything I’ve learned in most of my classes are meant to prepare me for theses tests. Do you ever wonder what it’s like to not know exactly how you feel? Well I know exactly how that feels. Both the PARCC and HSA gave me mixed emotions, at one point I felt ready, but once the days had finally arrived, I didn’t even know what was going on in my head. I felt ready to get it over with while wishing that it was the beginning of the year again so I could've had more time to prepare.Most students find tests, frustrating just like I do, it involves all types of mental breakdowns. The night before taking the test, I practiced new vocabulary words online and tried to solve some math problems I’ve never seen before.