State-Mandated Testing Dilemma Paper

Only recently with the addition of the Common Core Standardized Tests, students are being faced with more tests than ever. A typical student takes 112 mandated standardized tests between pre-kindergarten and 12th grade (Study says standardized...). In my opinion, the complexities of these tests are inclining to a degree where they are unreachable to the average student. These tests are an unreliable measure of performance with unfair instruction time. Student anxiety and stress has become so awful that the Standford-9 exam comes with instructions on what to do in case a student vomits on the test. While the tests are there for students skill-measurement scores, they aren’t the only one’s who need to prepare for the exam. Teachers are equally pressured by their overhead figures to insure student’s score well. Just like the students, standardized tests are an imprecise measure of teacher performance, yet they are used to reward and punish teachers. Teachers are being required to a more progressive teaching style with emphasize on reflective learning. The effects of this are being nicknamed “drill and kill” test prep. Developing a corresponding curriculum prior to these assessments can be tricky because of the ambiguous content the Common Core requires. A considerable majority of these tests are given to students online. These already pricey tests come at an expensive cost for schools. An underlining problem people are concerned about is declining student scores being used as an excuse to close public schools that already can’t afford for the computers to take the test, and open more voucher

Though well-implemented programs of study require strong cooperative partnerships between core content and CTE teachers, there is still substantial work to be done to ensure that fruitful CTE and general education collaborations exist at every level. Policymakers must communicate and collaborate to align and integrate core content and CTE standards. In the classroom, educators must pool resources to present an integrated curriculum in both CTE and core classes. And accountability systems must be retooled to ensure that aligned metrics assess a range of student knowledge and abilities that predict readiness for success in both college and careers.

The purpose of the Comprehensive Curriculum Project (CCP) is to analyze the myriad of issues that have arisen over the last few years revolving around curricula and its use in the classroom, school, and district. With the 2010 state adoption of the Common Core, educators experienced many different transitional issues and developmental issues revolving around the curricula. In order to develop a deeper understanding of these issues it is important to conduct interviews, look at the Teacher Working Conditions survey, and to analyze local organizational models that might affect the transition to the new standards.

After the implementation of the “No Child Left Behind Act” high risk standardized testing has become a pressure cooker of corruption in the United States due to often unrealistic expectations, abundant incentives, and harsh punishments placed upon educators and administrators, overall resulting in the essential need for reform. The concept that every student’s academic ability can be assessed by a single universal exam is a misguided notion.

The Department of Education concludes that high-stakes testing and statewide standards puts too strain on both the teacher and student. Multiple studies show evidence of miscalculation of scores, teachers being blamed for low test score, and too much time spent on preparation for the tests. The purpose of this policy brief is to elaborate on the non-beneficial components of high-stakes testing and statewide standards. Thus, peer-reviewed research articles and evidential articles are reviewed on high-stakes testing and statewide standards. In addition, the state of Florida has shown the greatest amount of dissatisfied outcomes. The information provided in this policy brief will precisely indicate why high-stakes testing and statewide standards should be abandoned from the school system. I request the action of Congress to outlaw high-stakes testing and statewide standards for the betterment of all National citizens by passing a new law to force states away from standardized testing.

The Common Core Standards engage a standards-based education. The standards guide teachers to prepare students for what they are expected to learn to succeed in life. It is essential that teachers understand the expectations and implications of the standards, so teachers can help students achieve educational goals by designing specific educational plans that align with the core standards. Furthermore, tailoring the curriculum will help to build relevant skills students are argued to integrate in college and their future careers.

State mandated testing came about in the mid late 1800’s. It is a assessment shown to see students abilities to learn a specific course and if they know the material. Present day in the United States state test can start being taken from elementary school to college . Trying to show if you have mastered the agenda that was brought over a course . State mandated test should not be required or pushed upon students in an everyday life because of the negative impacts it’s brings along that not only affects students but also teachers causing harm in many ways .

Once I started to further research professional development I came across an article that had an overview of what teachers could do in order to adapt to The Common Core Standards. It stated that teachers should innovate their way of teaching into a form of asking questions, as well as, promoting self-learning. “The Common Core State Standards for English Language and Literacy in History/Social Studies, Science, and Technical subjects have necessitated reforms that include an instructional shift in instructional strategies” (Giouroukakis & Cohen, 2014). One approach to improve in their classrooms would be through changing the way teachers are teaching their students. Another action that teachers can implement The Common

While a few standardized tests over a student’s school career can be helpful to make sure students are on track and teachers are educating their students, the United States education system has far too many standardized tests. The U.S should reduce the number of tests given to students each year. The current amount of testing stresses students and forces teachers to “teach to the test”. Standardized testing has not and will not improve the American school

Brooke Burks amongst other from Auburn University at Montgomery, completed a survey that looked at secondary teachers perceptions of their preparedness to implement the Common Core State standards. In addition, the survey included information regarding the teachers’ feelings on the training they have or have not received related to implementing the Common Core standards in their classroom. As we know, there are many conflicting views amongst teacher, parents, and anyone involved in the educational field. However, the Common Core standards must still be implemented. The article quoted Sawchuk, who discovered that fewer than fifty percent of school districts planned professional development centered on implementing and aligning Common Core standards in 2012. In other words, survey showed a significant percentage of school districts who do not plan professional development conferences, but are still expected to implement the standards in their classroom. Planned professional development can go a long way for teachers we are expected to incorporate the new Common Core standards. These professional development training can assist teachers in the transition and answer potential questions teacher have about the new curriculum. Teachers are supposed to guide their students and follow guidelines outlined on lesson plans. The standards essentially creates the lesson plan, because all aspects of the lesson follow the standard. If there isn’t a solid foundation on how to implement

The common core standards were designed to establish a national curriculum and a national assessment system, where students across the nation have the same expectations and learning outcomes (Noll, 2014). There has been heated debate over whether these standards will improve education. Some say the standards will increase rigor and consistency, while others say that they lack flexibility in favor of continuity (Noll, 2014). Some say common core will more consistently prepare learners for college and careers, while others say the standards dismiss the importance of teacher training that will be necessary if our schools are to make this enormous change (Noll, 2014). So, will this change in curriculum standards and assessment be what our nation 's students need to succeed?

Schools must decide how to teach the standardized curriculum. Schools must figure out how to mesh a standardized and non-standardized curriculum. Can students guide their own curriculum and perform well on tests?

The practice of evaluating students and teachers based on expensive and stressful standardized testing has been the focus of educational reform for over a decade and has thus far proven to be ineffective (Ravitch 51).

Currently, instructors are pressured by state education department to adjust school curricula to meet the expectations of the standardized test. Educators alter the curriculum to “match the [standardized] test” (“How Standardized”). Therefore, instructors are limited and classroom instruction is focused around test preparation for the annual standardized test. Teachers are forced to abandon their creative lessons and “teach the test,” or concentrating only on the material that will be evaluated (“How Standardized”). This frequently involves taking multiple choice tests that are formatted identically to the standardized test and only memorizing facts, formulas, and items included only on the standardized tests (“How Standardized”). Even though test scores may improve, students are not learning how to think critically and perform better in other subjects that are not on the test (“How Standardized”). Instructional time is limited in the other subject areas such as science, social studies, music, and art. Instructors feel “handicapped” and plead to state officials abandon these standardized tests for the sake of the “quality of the instruction in American schools” (Zimmerman 206). School curricula are being modified only to prepare students for a single test, not for education the students need in the future.

This research examines the perceptions of standardized test administered in America’s public schools. Stiggins states that “these once-a-year tests are not likely to be of much value to classroom teachers as you plan and carry out day-to-day instruction. They are assessments of learning that are too infrequent, broad in focus, and slow in returning results to inform the ongoing array of daily decisions. But this does not mean that these tests are without purpose or value. They