Students attending a charter school as a result of winning the admissions lottery had higher standardized test scores compared to students who lost the lottery. There was no difference between the lottery groups, however, on measures of cognitive ability. If standardized testing is your thing, you'll be comforted to know that the results are promising that achievement test scores can be improved, and quality of instruction does have an impact on test scores.
If cognitive ability is more your thing, you might be a bit disappointed to see that schools aren't doing a good job boosting particular cognitive skills. That might be troublesome, considering the importance of fluid reasoning and executive functioning such as working memory and cognitive inhibition for a wide range of important life outcomes, including school performance, drug use, crime, and achieving virtually any goal you have in life.
As the researchers point out, there are examples of targeted programs that increase cognitive control and reasoning. It just looks like teaching to the standardized tests isn't going cut it. But me? I'm not convinced any of that should be the top priority of education.
What about deep, meaningful learning that students will remember the rest of their lives? That connects the material to their own personal lives, and the lives of others? What about helping students learn about themselves, and their identity? Or helping them find their unique passions and inclinations, and cultivating that through engagement in personally meaningful projects?
Don't get me wrong: I recognize the importance of assessing content knowledge and the importance of abstract reasoning and holding lots of information in your mind at one time. We also use third-party cookies that help us analyze and understand how you use this website.
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Tarini Prasad. Awotola Opeyemi , Student at University of Lagos. Anum Batool Rizvi. Farah Farooq. Show More. Views Total views. Actions Shares. No notes for slide.
A measure that is administered and scored by uniform objective procedures and for which norms have been established prescribed routine to assure that the process is consistent so the scores of anyone completing the test can be compared to the norms Statewide Parent Advocacy Network, Useful for measuring general educational development.
Determining student progress from one year to the next. Grouping students. Diagnosing learning difficulties. Comparing achievement with learning ability.
Descriptive B. Narrative C. Expository D. Persuasive Larger number of items within a single content area, more subtests, and providing for criterion-referenced interpretation. It is easier to select a test that fits the instructional objective of a particular area.
A separate test is usually longer that a battery sub- test. Each one is usually standardized on a different group of students. In this case, test scores are seen as a representative indicator of student achievement. To identify gaps in student learning and academic progress. In this case, test scores may be used, along with other information about students, to diagnose learning needs so that educators can provide appropriate services, instruction, or academic support.
To identify achievement gaps among different student groups , including students of color, students who are not proficient in English, students from low-income households, and students with physical or learning disabilities.
In this case, exposing and highlighting achievement gaps may be seen as an essential first step in the effort to educate all students well, which can lead to greater public awareness and changes in educational policies and programs. To determine whether educational policies are working as intended. In this case, elected officials and education policy makers may rely on standardized-test results to determine whether their laws and policies are working or not, or to compare educational performance from school to school or state to state.
They may also use the results to persuade the public and other elected officials that their policies are in the best interest of children and society. Debate While debates about standardized testing are wide-ranging, nuanced, and sometimes emotionally charged, many debates tend to be focused on the ways in which the tests are used, and whether they present reliable or unreliable evaluations of student learning, rather than on whether standardized testing is inherently good or bad although there is certainly debate on this topic as well.
While an exhaustive discussion of standardized-testing debates is beyond the scope of this resource, the following questions will illustrate a few of the major issues commonly discussed and debated in the United States: Are numerical scores on a standardized test misleading indicators of student learning, since standardized tests can only evaluate a narrow range of achievement using inherently limited methods?
Or do the scores provide accurate, objective, and useful evidence of school, teacher, or student performance? Are standardized tests fair to all students because every student takes the same test and is evaluated in the same way?
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