Standardized Tests Do Not Determine Student Abilities

Standardized Tests Do Not Determine Student Abilities






Table of Context
Abstract……………………………………………………………………………………………3
Individual Characteristics…………………………………………………………………………4
Differences in Cultures……………………………………………………………………………5
Quality in the education………...…………………………………………………………………6
Conclusion……...…………………………………………………………………………………7
References…………………………………………………………………………………………8Abstract
Today, in classrooms around the world, the most common type of evaluation is not training or performance-based. The government spends billions of dollars in crucial evidence, but nothing more than standardized tests that provide government agencies information on what students are learning. For example test like the Florida FCAT. The main purpose of these assessments is, at best;provide to teachers and local educational agencies, regional and national information regarding the progress of their students, compared with other students, schools and regions. In the worst case, these tests fuel the competition between groups and create an unhealthy emphasis on the skills and knowledge that can be economically and efficiently tested, and often leave behind little time for authenticlearning activities.

Standardized Tests Do Not Determine Student Abilities
Standardized testing are not the most favorable way to rate a quality education. Educators live an almost persistent pressure to demonstrate their effectiveness. Unfortunately, the indicator which most community measures the success of the faculty of a school is student performance on standardized tests. These days, ifa school scores obtained in standardized tests are high, people think your teacher is effective. If the scores on standardized tests are low, it is considered that the faculty is ineffective. In both cases, these assessments can be wrong, because the quality education is being measured with the wrong stick. Here are three significant reasons why it is totally invalid to base conclusions on thequality of education in the scores of standardized achievement tests; Individual characteristics, differences in cultures and the quality of the education.
Individual Characteristics
Is well known that each individual possesses characteristics, different backgrounds and abilities, therefore, is simple that it requires different ways to suit your very personal needs. These requirements are part notonly individuality, but are close and complicated relationship with the environment in which unfolded a person, with its historical background and family, with the age and country or region where he/she lived, and a crowd of other determinants such as social class, family beliefs, ethnicity, economic power, aspirations and culture. On the educational level, which is more important to considerthis, as every teacher should be aware that working with capable people, different and belonging to different realities, plus every good educator must recognize that they can learn from the experiences of their students, and take advantage of them to guide and assist in the exploration of knowledge, that is their role in the classroom.
Due to difficult working conditions that teachers encounter inclassrooms such as overcrowded classrooms or imposition of state tests, trying to meet the needs of individual students, explore their potential and address them individually, it becomes a difficult task. However, when developing a project for the genesis of free individuals, consider some vital aspects of the educational field, especially when they have introduced a series of rules that couldwell act as a double-edged sword: first, because they provide parameters for measuring some features and get information on which to sustain certain decisions or practices, and secondly, these are practices that do not guarantee real learning, and in a sense, they can even interfere with the acquisition and the genuine enjoyment (energy concentration on results, not developments). Example,...