Standardized Testing In Schools

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Standardized testing’s emphasis on linguistic as well as mathematical abilities fails to reflect the student’s ability to develop other alternatives and to think critically and creatively. Moreover, the tests restrict resources or limits the time available to complete the test. Students motivation to learn or their capacity to engage in self-assessment is not reflected. Rather than memorizing, students should be involved in authentic assessment focus increased in understanding by gathering and synthesizing information as well as demonstrating their thinking, meanings, and mastery.
Additionally, the standardized state tests are often usually based upon standardized textbooks as well as curricula. The textbooks are normally approved by the state boards of education. According to Lombard (2012), the process often results in the textbook and curricula being manipulated to conform to the agenda of various groups. Therefore, it can develop an atmosphere that only one view of the world is acceptable. Many curriculum developers contend that the approved textbooks enhance critical thinking considering that they contain a significant amount of indoctrination.
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The act ensures that there is adequate annual progress where children are assessed in math and reading beginning third grade. Further, the law ensures that there are highly qualified teachers, all teachers in core academic subjects should have a degree and be fully certified in their areas of assignment. Notably, the early learning field, which is plagued by high turnover and low pay, cannot meet such requirements and standards without significant funding. Furthermore, the act implies there should be increased funds aimed at having all children achieve reading proficiency by grade three. However, an early childhood concern is that other vital domains of child development will be undervalued or overlooked