The Examination And Arrangement Estimation Of Student Performance Data That Originate From Testing The Psychological Abilities Of Students

Ever since standardized testing started being used as a way to evaluate the intelligence of students and the teachers’ ability to educate, the standard of actual education has been diminished immensely. Standardized testing is used in most public and private schools to analyze students’ knowledge. It has affected the way in which students learn and has corrupted the methods teachers use to educate. In some cases, English-Learning and disabled students face discrimination from teachers since teachers have more responsibility to have a high number of passing students. Some countries around the world don’t use standardized tests to rank their students or schools and yet they have been successful. Standardized tests are not efficient on making students learn, they should not be used to evaluate students’ knowledge.

In addition, the high standards are constantly checked by tests that can reveal students’ future prospects. Tom is an exchange student from Pennsylvania who studies in Poland. In Tom’s Polish math class, unlike the American math class, no Polish students are allowed to use calculators to do math. Polish students are trained to be good at calculating just like it is mentioned in the book: “Tom could tell the kids were doing a lot of the math in their minds… their brains were freed up to do the harder work. It was the difference between being fluent in a language and not”(Page 92). After every test, teachers publically announce students’ grades from a 1 (lowest) to 5 (highest). Tom expected to see someone getting a 5 for a year but no one ever did. “ ‘Success,’ as Winston Churchill once said, ‘is going from failure to failure without losing your enthusiasm.’ ”(Page 92) Kids in Poland have gotten used to failing, but instead of giving up; Polish kids give themselves a boost in academic performance. In 2000, “Polish fifteen-year-olds ranked twenty-first in reading and twentieth in math, below the United States and below average for the developed world.” But after some reforms that included raising the educational standards, Poland “ranked thirteenth in reading and eighteenth in math, just above the United States in both subjects. In the space of three years, Poland had caught up with the developed world”(Page 165).

Over the last two decades America’s educational system has been descending on the national ranking chart. According to Rankingamerica.com, countries like South Korea and Japan are leading the charts in education while the U.S is rank number fourteen. There are many attributes that play a part of this destruction, but the overuse of the unforgiving arrangement of standardized testing has a strong presence. Though, standardized testing has been around since the 1800’s but the tests that are implemented today are no match for educators or students.

No under 30 of the 56 different nations that took an interest in the Program for Worldwide Understudy Appraisal (PISA) math test had a bigger level of understudies who scored at what might as well be called the propelled level on our National Evaluation of Instructive Advance (NAEP) tests. While 6 percent of U.S. public and private school understudies evaluated as cutting edge in eighth grade arithmetic, 28 percent of Taiwanese understudies did (Hanushek, 2010). This is revealing to me that different nations are using something we are not that is enabling their understudies to exceed expectations pass the U. S. No less than 20 percent of understudies in Hong Kong, Korea, and Finland were exceptionally expert, and 12 different nations had no less than double the level of very proficient understudies as the U.S. also, different nations (Hanushek,2010). This proof demonstrates that only 8 years prior U.S. understudies were failing to meet expectations in math and

The use of standardized examinations have long been debated in American society. In fact, the last several years have seen an immense shift from the prioritization of standardized testing to more holistic measurements of student achievement. Despite this shift, many school districts across the nation and college/university entrance requirements still place a significant, if not pivotal, emphasis on test-taking and standardized exam results. Throughout this paper, I will explore 1) the history of standardized testing, 2) arguments for and against its practice, as well as 3) situate the consequences of its use in one of the three philosophical goals of schooling. All of this will subsequently paint an investigation into the purpose of schooling in American society.

Education plays a major role in the modern life to all individuals in society. It has allowed societies to prosper both socially and economically by enabling them to develop common values and culture. Our world is constantly changing and it requires a prepared society that is well prepared in understanding the problems deriving from culture differences and tolerance of one another’s beliefs and perceptions. We are dealing with systemic problems in education, economic, government, religion and culture differences.

The book The Smartest Kids in the World and How They Got That Way written by Amanda Ripley, tells about the various types of education systems from several of the countries that are in the lead for the most educated countries in the world. In Ripley’s book she does not just explain the importance of education but also how it affects the countries and how the students that are getting the education experience it. What led to the finding out of which country was the smartest country in the world was the Program for International Student Assessment or the PISA test. The PISA test is a test that was made to test a person 's ability to think critically, their communication skills, the ability to solve problems in math, reading and science, along with the students’ preparedness to do well in and be able to cooperate in society. Education is something that every country needs to move forward and gain powers in more ways than one so obviously in every country education should come first above all else for the young minds of the future. Author of The Smartest Kids in the World and How They Got That Way, Amanda Ripley, explains the issues concerning education and how the world is making huge leaps in education through many unbelievable factors that can affect a student 's education. She follows several completely different students that are from America and go off to other countries to go to school through a study abroad program. The American education system needs to follow what the

Intended Audience: Parents, grandparents, educators, who may be interested in hearing how one of the top educating nations in the world differs from the US concept of education. This is meant to be an informative speech, rather than persuasive.

In the society of today, there are various educators who believe in assessment as proper method to measure the performance of a child in school as well as the overall achievement of a specific school system. The assessment may be presented in the form of verbal, written, or multiple choice, and it usually pertains to certain academic subjects in the school curriculum. Recently, many educators began to issue standardized tests to measure the intelligence of a common student body. (Rudner, 1989) These standardized tests were initially created to reveal the success in institutional school programs, and exhibit the abilities of students today. The standardized tests can reveal the strengths and weaknesses

These two countries outperform the United States of America in matters education. Headden wondered why this was the case yet both Australia and Singapore use assessment tests in their education sector. Mark Tucker, quoted in Headden’s article, explains that the problem is not the test but the nature of the test. He notes that while the American tests are only made up of multiple-choice questions, Australia and Singapore’s tests are made up of open-ended questions that require the students to write extensively. For the same reason, Mark notes that the national obsession with the test methodology is the major undoing of the American education system (Headden p12). Mark opines that it is time the American educational experts embraced a more engaging way of teaching that does not require the students to memorize questions and answers that may not even be relevant to what they are

There are many different types of standardized tests used in schools around the country, but “high-stakes” achievement tests in US elementary and secondary schools have produced

The researcher’s main concern was to investigate differences in math perception between those students scoring highly versus those students scoring poorly on national exams. The researcher thought that the solution would be due to cross-cultural differences in achievement.

As a result of this, the system is constantly receiving criticism concerning the quality of the American system. (U.S.D.E. The Educational System in the U.S…) In fact, a recent study done by the National Institute on Student Achievement, Curriculum, and Assessment, states that in fourth grade math, Japan ranks third out of twenty-six countries while the U.S. ranks only twelfth, and that in eighth grade math, Japan keeps the ranking of third out of forty-one, while the U.S. drops to twenty-eighth. As result of these criticisms, sets of voluntary guidelines and standard achievement tests have recently been introduced as an effort to “catch up” to the other

Standardized tests were created during the First World War as a tool to measure the “intellect, ability, and potential” of the soldiers in the army (Turgut 64-65). From World War I to the launch of Sputnik I by the Soviet Union, standardized tests were used to enable development and have aided in progress of a country. Standardized tests have also been introduced into the education system to measure the student’s intelligence in a subject.

What is global education? “Global citizenship would seem a recent concept, but its origin can be traced back to at least 4th century Greece when Diogenes declared himself a cosmopolitan – a citizen of the world” (Hower, 2010, p.1). The idea of global citizenship, then, emerged even before there was a clear understanding of just what the globe entailed or who populated it, Hower, 2010, although different people and cultures were