The negative and positive aspect of Standardized testing


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Respond to classmates who answered the following questions as if you were me replying to them. Use one reference for each response.

 

The negative aspect of Standardized testing by Edana

One of the barriers with standardized testing, is that culture can make a tremendous difference (Kasworm et al., 2010). Certain expressions, questions, and so forth have different meanings in different countries, which can cause tremendous confusion, frustration, and whatnot. An instructor or teacher may give or try to give a test, without the student(s) understanding exactly what is expected of them (Popham, 2020). External factors play a major role when it comes to standardized testing, such as home life, test anxiety, and other factors. The test may be based upon a single test performance, which is unfair because it leaves out the growth of knowledge that a student has become privy to throughout the length of the course. Some individuals may get overwhelmed about taking tests and eventually grow to despise testing as a result of the negative thoughts that result from trying to meet high expectations or the assumption that they have to do well or could possible fail and be thought of as incompetent. Standardized testing tends to leave out important skills and focus on certain subjects like reading, math, and writing.

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The positive aspect of standardized testing-Responding to Marcus

The positive aspects of standardized testing are many, but I want to focus on grading. Standardized testing helps to eliminate subjective grading by both teachers and test administrators. Standardized testing is based on objective information because the tests are constructed to eliminate feelings and opinions about the questions. Grading based on personal feelings about students or an entire class leads to biased student performance assessments (Malouff & Thorsteinsson, 2016). Standardized testing places each student on a level playing field and eliminates bias using the same testing material. Teachers and administrators are susceptible to increasing scrutiny in grade inflation and, in some cases, grade manipulation (Hardre, 2014, pg. 1). With standardized tests, the room for manipulation is lower but not completely eradicated, which falls on the administrators to suppress remaining instances. Teachers who understand their students’ characteristics and how they answer questions sometimes give additional points for partial answers. With standardized tests, the scores are generated and graded by an automated system away from the institution where the assessment took place, further lowering manipulation instances. In cases where the institution’s expectation of performance is low, but the scores on the test come back high, the thought process is misalignment bias. In misalignment, bias is attributed to several factors, such as how the teacher approaches scoring. Misalignment is when teachers believe the students start with 100 percent and deducts for errors compared to teachers who start with a zero and add up to 100 percent (Hardre, 2014, pg. 2). The difference in scoring based on personal preference can skew tests scores, which standardized tests seek to suppress.

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