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The High Stakes Trials Education Essay

Albert Einstein once mentioned, Not everything that matters can be counted rather than everything that may be counted matters. From Kindergarten throughout the twelfth grade, high-stakes testing is employed to gauge the knowledge a person has bought. Today, there are advantages and disadvantages to taking high-stakes testing. A number of the advantages of passing these tests include earning a higher college diploma, being promoted to another grade level, finding a license for an occupation, and getting educational scholarships. There's also many down sides one must face when getting a failing level over a high-stakes test. Some of these disadvantages can include students being forced to do it again a class or take remedial classes, individuals may have a hard time finding work, and in some instances there are individuals who are not allowed to secure a driver's license. The study shows high-stakes trials has many negative attributes. The negative impact of high-stakes trials on an individual can be life changing (Sutton & Seifert, 2009, p. 14). Throughout this paper the writer will discuss how high-stakes screening does not effectively represent one's intelligence, escalates the dropout rate, and also shows the cause for damaging psychological affects.

Students have their first proper experience with high-stakes evaluating from Kindergarten continuing throughout senior high school. One of the most frequent kinds of high-stakes testing is known as standardized trials. A standardized test was created to measure a sizable band of test takers nationwide. These lab tests are deemed to be high-stakes when they are used to examine students also to hold educators in charge of the results (Goff, 2006). The purpose of standardized screening is to get a student's educational performance ranking compared to a normed sample of students (Fisher & Frey, 2012).

High-stakes testing has decreased the amount of choices within the classroom, the inspiration of students to learn, and instruction has been found to be teacher-centered rather than student-engaged (French, 2003). Standardized assessments were generally used to evaluate student achievements levels. Instructors used the test results to provide parents with a written report that followed their state and district recommendations (Moon, Callahan, & Tomlinson, 2003). Research has suggested that teachers confirmed little focus on these testing. Therefore, these lab tests possessed little to no impact on the curriculum that was being taught. However, evaluation has become an important concentration of practice, procedure, educational criteria, higher obtaining students, and the continued pursuit for bettering schools (French, 2003).

As high-stakes evaluating became popular, standardized checks became an instrument to measure the quality of the educational system. These tests provide a guideline and groundwork for curriculum reform and instructional practices. Beneath the current insurance policy of "No Child LEFT OUT", expectations and assessments remain the strongest push on policy, treatment, and practice. Regardless of the important role of high-stakes evaluation, there were numerous effects on schools, professors, administrators, and students.

Beginning in primary schools, students over the United States must take high-stakes tests. In many situations there are students being performed again or students that are required to take remedial classes because they're making lower marks on the standardized lab tests. There are many instances where students aren't skilled at test taking and are therefore classified as less achieving student because of their scores. There are numerous factors that donate to students that score poorly on the test. Some are students that suffer from a lack of sleep, lack of analysis materials, stress, poor diet, and other aggravating reasons. While some students succeed on high-stakes checks, others students might not. Students that are undertaking poorly have and will continue to be penalized.

Some students try to force themselves to keep in mind too much information in a brief timeframe because they're being pressured to execute well on standardized testing. Therefore, their stress and anxiety has a negative impact on their ability to perform and often brings about failing benefits. Research has proven that one's ram capacity is reduced from the amount of stress due to a high-pressure test that is deciding his or her future standing. Sub-standard or faltering test scores may also cause an individual to feel insecure or have lower-self esteem about their intelligence and could eventually be the cause of the student shedding out of college (Bachelor, 2007).

Other expressed concerns are the attitudes and awareness of parents with regards to the value of tests, the responsibility shared by professors and parents for scholar performance on these lab tests, the tests atmosphere, and the panic that may go along with these lab tests (Osbourn, Stegman, Suitt, & Ritter, 2004). Parents, teachers, and administrators can have an impact or influence over a student's overall performance. Research signifies that parental participation can be a considerable element in foreseeing academics success. It really is significantly important for parents to find a method that works and a way to encourage their children in order to maximize their test ratings. It is obvious that many students in america have lost the capability to think for themselves and to think creatively. Professors often feel challenged because of the mixed signals, text messages, and contradictory demands they receive on a regular basis from principles, plan manufacturers, and administrators (Osbourn et al. , 2004).

Research details that lots of teachers express stress because they feel they can be pressured and limited by time. They feel they cannot explore subjects in the depth and due to this they feel they are unable to maximize student learning. Many instructors indicate that the demanding suggestions of high-stakes tests forces them to skip over materials and move on whether students understand or not (Moon, Brighton, Jarvis, & Hall, 2007). A teacher's inabiility to experiment has an effect on their eagerness and their capability to explore other instructional strategies. Due to the aspect of high-stakes condition testing programs classes may point out skill development to the downside with their curriculum and integration across disciplines, integration of principles, and/or increasing higher order thinking skills (Moon et al. , 2007).

Many teachers feel that standardized testing reduces their capability to develop impressive strategies of their own classrooms in order to allocate additional focus on students who require more assistance in the learning process than others. For example, teachers could have the opportunity to focus the majority of their time with the students that are experiencing trouble grasping certain subject material in order for them to wthhold the knowledge. In order to be an effective teacher today, professors must be receptive to the increasing need to prepare students for standardized lab tests but also retain in head that some students still need individualized attention (Brimijoin, 2005).

Most educators decided to go with their profession because of their enthusiasm to instruct and also to encourage students to be independent thinkers. Unfortunately, with nationwide procedures that are in place, teachers are required to only instruct the curriculum to be able to prepare students for the high-stakes tests. At times it may be acceptable to create high specifications on the high-stakes assessments for students, but teaching primary students just basic facts to allow them to score on top of a high-stakes test is damaging to our nation's future. Elementary academic institutions set the building blocks and construction for children's future education. Elementary teachers should start using methods such as critical thinking and inquiry-based learning to be able to foster creative imagination in their students at a age.

Inquiry-based instruction might be the answer to helping students in the introduction of discovering knowledge independently instead of basically being asked to memorize the testing information. Inquiry-based learning is a form of teaching that involves the students to lead their breakthrough through the process of forming questions and discovering answers to their questions on their own. The teacher within an inquiry-based instruction setting would only be a guide on the side. Through inquiry-based learning students become vested and influenced in their learning and will be more stimulated to get results. Inquiry-based learning also helps bring about imagination by increasing determination, amazement, and inquisitiveness. Because of this, it is imperative to find alternative solutions to measure the standards in a class room setting alternatively than imposing high-stakes tests. Inquiry-based learning may be the key to enhancing and fostering imagination, while still interacting with the requirements of standardized assessment (Longo, 2010).

A analysis has been conducted and the results point out that almost all of the negative influences drastically impact lower-income students and students of color (France, 2003). Research shows that standardized assessments have and can continue to impede the capability of Latin American and African American students to earn a high school diploma (Orfield and Wald, 2000). Under certain circumstances using the same testing for everyone students is unreasonable and unfair. The outcome will remain predictable. Since all students do not receive an equal education, holding similar expectations for all students places the low-income students and those with disabilities at a greater disadvantage. You can find data that confirms that African Us citizens, Latin Americans, low-income students, and students with disabilities are too much declining high stakes standardized exams. Research has also mentioned that students from rich counties are moving the checks and more than half of them are exceeding the standards (Sadker & Zittleman, 2006).

Students from low income homes and minority groupings are prone to be performed back a level, placed on less record educational plan, devote special education classes or a remedial education program when it's not necessary. These students are being given a watered-down curriculum, which only means that they will continue steadily to show up further behind the rest with their classmates. Alternatively, Caucasian students from middle and higher income homes will be located in gifted programs or university preparatory classes where these are challenged to read, discover, examine, explore, think, imagine, and improvement more rapidly (Strauss, 2010).

Another analysis was just lately conducted that indicated america is one of the sole economically advanced nations to greatly rely on multiple-choice question assessments. Most countries utilize performance-based lab tests where students are evaluated on their own quality work, such as, tasks, accounts, essays, and hands-on activities. The countries that not count or concentrate on teaching students by using multiple-choice tests, have higher scores than america on the same kinds of lab tests (Strauss, 2010). A fair solution would be for researchers and educators to implement a different type of assessment in order to handle the inequalities that are based on one's income, the colour of one's skin area, and the city in which one lives. Standardized testing should be an impartial way for educators to assess, examine, and measure students' talents and accomplishments in university. The North american Educational Research Connection (AERA) agrees that any decisions made that will have a standard affect on an individual student's chance in life or on his or her opportunity at an education shouldn't be exclusively made on the building blocks of a test score only. Researchers dispute that there must be other suitable information that is considered in order to improve the overall validity of such decisions. In order to be completely reasonable students should get multiple opportunities to pass these high-stakes testing that are being used to find out their future. Whenever a student's standardized rating is not indicative of the abilities there should be other feasible mechanisms in place to bridge this distance (AERA, 2000).

Evidence has indicated that standardized tests has affected the education system in the United States negatively. The primary flaw is the fact that policymakers made standardized testing the center of our own educational system, which resulted in great changes in curriculums where educators were forced to teach students how to test rather than teaching materials that foster imagination and enhance knowledge. Howard Gardner, famous for his focus on multiple intelligences, explained he was unconcerned that American children were ranked last among the major industrial nations in the Third International Mathematics and Research Research. He reported that tests measure contact with facts and skills not if kids can think (Murray 1998).

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