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For Standardized Testing

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by

Maegan Ware

on 16 November 2012

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Transcript of For Standardized Testing

IN FAVOR OF
STANDARDIZED TESTING
"DEDICATED TO DJ CHOCOLATE WONDER!!!!!!" Introduction by Sean TESTS ALTERNATIVE by Ben Conclusion 1. Standardized testing is a good thing because it’s a way for policy makers and tax payers to keep track of student progress and the success or possible failure of a school.
2. Students need to develop test-taking skills to be prepared for testing conditions for the rest of their professional careers.
3. It should be reformed because it relies too much on type I questions, it changes the focus of education onto passing a test instead of actually learning.
4. An incentive is still needed to encourage students to perform their best on standardized tests. However, merit-pay, accountability, or retention are not proper ways to utilize the results of a test. Standardized tests should be used to measure the value of the curriculum, not as a basis for the curriculum. Maegan Ware
Ben Laird
Sean Wolff Leading countries in education:
China
South Korea
Japan
Norway
Great Britain
New Zealand
Israel
Canada
They ALL have their own
form of standardized testing! However, "few nations are as fixated as the U.S. on using standardized tests as the primary tool for both monitoring achievement and controlling the curriculum."

http://www.fairtest.org/new-zealand-accountability-model Type I:
“The first question, “Do you know what I know?” is the culturally charged question that is usually asked in our schools and colleges, the question that makes invisible the culture, the home, the knowledge of the young person in front of us. The very process of trying to find out if a child knows what the school values limits us greatly in seeing our students’ abilities.” REFORM! So what are we calling for? by Maegan Ravitch, Diane. (2010). The Death and Life of the Great American School System: How Testing and Choice are Undermining Education. New York: Basic Books. We believe that standardized testing should no longer be used for the penalization or reward of students or teachers, but should be a measure of how teachers and curriculum can improve and help students gain the skills they need to succeed not only on tests, but as scholars and professionals. "Tests should follow the curriculum. They should be based on the curriculum. They should not replace or precede it. Students need a coherent foundation of knowledge and and skills that grows stronger each year”

Diane Ravitch The Death and Life of the Great American School System: How Testing and Choice are Undermining Education pg. 16 Penalization and Reward

“Presumably students try harder on the tests that count than on those that don’t” (Ravitch 106). Type II:
“The second question, ‘What do you know?’ is the question we have to learn to ask. This is the question that will allow us to begin to see all that is invisible in the child before us. This is the question that will allow us to begin, with courage, humility, and cultural sensitivity the right educational journey.” By Sean THE ARGUMENTS WHAT ABOUT TEACHING TO THE TEST? ARE THE TESTS EVEN A GOOD
MEASURE OF STUDENT ACHIEVEMENT? HOW DO WE REFORM? THE GRIM “No standardized test is perfect, yet we use them all the time, and to good effect. Physicians, lawyers, accountants, financial planners, real-estate brokers, and pilots all take high-stakes tests. These tests ensure that professionals have the knowledge necessary to serve the public well.”

Donald R. McAdams, "Enemy of the Good,” Education Next, 2002 Cheating by teachers and administrators on standardized tests is rare… It is likely that some cheating occurs, but some people cheat on their tax returns also, and the solution is not to abolish taxation.
Gregory J. Cizek, "High-Stakes Testing: Contexts, Characteristics, Critiques and Consequences" "China, a country with a long tradition of standardized testing, topped all countries in the international rankings for reading, math, and science in 2009 when it debuted on the Programme for International Student Assessment (PISA) charts."

Sam Dillon, "Top Test Scores from Shanghai Stun Educators," Dec. 7, 2010 “What do we do? We emphasize problem solving, projects, essays actually writing things, and we downsize standardized testing so kids have a standardized test once a year, forget the test prep and just focus on good instruction, critical thinking, problem solving, art, music, play- things like that.”

(Diane Ravitch, Education Nation, 39:05 - 39:28) "Testing...is not the problem... information derived from tests can be extremely valuable, if the tests are valid and reliable." (Diane Ravitch)
"You all know what's happening with No Child Left Behind; the test is becoming the curriculum, when it should be the other way around. And the curriculum is being narrowed. “

Hillary Clinton, during her address to the National Education Association (NEA) June-July 2007
Lessen the weight of tests
Don’t hold back students
Mandatory tutoring sessions for failing students
Properly use test data to improve "With the standardized tests we have now, our children's education is being narrowed. All over this state, art, music, social studies and foreign language courses are being squeezed out to prep for [standardized tests]”

Wendy Lecker, "Evaluation System Will Compound Problems" "...[T]here are a lot of people out there who think we're too focused on standardized tests. But, really, how can you diagnose learning problems, move kids to the next level or hold teachers accountable if you don't measure student progress in an objective, standardized way? Advocating for standardized tests doesn't mean killing creativity in classrooms or supporting a one-size-fits-all approach to instruction. The tests are simply measurement tools...”

Michelle Rhee, former DC Schools Chancellor, and Richard Nyankori, former DC Deputy Chancellor for Special Education, "Accommodate Don't Discriminate" “Students’ questions and approaches to learning are as unique as each of them. The current standardized multiple choice tests are a crude instrument for assessing student achievement..."

Dennis Van Roekel, President of the National Education Association (NEA), "NEA President Shares Thoughts on NCLB with Washington Post," (2011) "Standardized tests do not, and cannot, produce perfect measures, and no one claims that they can...
The measures are used, despite their imperfections, because in most situations in science as well as in life some information for making decisions is better than none.”

Richard P. Phelps, "Standardized Testing Primer", 2007 "It is difficult to conceive of any meaningful accountability system in which rigorous, objective information about student achievement—that is, standardized test data—would not be a necessary component”

Gregory J. Cizek, interview for The Economist "Eight Questions for Gregory Cizek" “Qualitative studies overwhelmingly find testing's effect on student achievement to be positive: ninety-three percent of the studies analyzed reported positive effects, whereas only seven percent reported mixed effects, negative effects, or no change.”

Richard P. Phelps, "The Effect of Testing on Achievement: Meta-Analyses and Research Summary, 1910–2010,” Nonpartisan Education Review, 2011
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