The Existing Ethical Issues of American Standardized Testing

1746 Words Jun 21st, 2018 7 Pages
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. A large majority of educators are subject to severe punishments in the even that their students do not perform at or above the “adequate yearly progress” standard. If their students consistently underperform, the teachers are often severely and swiftly punished. If a teacher is presented with a …show more content…
When a teacher is presented with this conflict, going against standard regulations may be tempting. To regulate this, many states have placed strict guidelines where the students’ teacher is not the individual proctoring the test. However, there are still several states that have the teacher administer test to his or her own students, often times without another proctor in the room. This inconsistency between state regulations also proves the biased separation between how students are tested from state to state, causing certain students more opportunities for assistance than others. With this lack of security, it becomes incredibly easy for teachers to go against common regulations, such as allowing more time on sections, allowing students to go back and work on previous sections, or answering any municipal questions the children may ask, or major, such as changing a student’s attempted answer to correct, or opening a test before the test date and teaching the students the exact test questions. These frightening test practices send a message that “examiners should take into consideration the appropriate changes to be done, keeping in mind the professional and standardization of the test” (Farah). Although these test tampering methods can be seen as the teachers way of assisting students with academic disabilities that do not receive the help they need, the
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