Rubric for Diffusion and Osmosis Lesson Plan

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Standardized Test Reflection

Standardized tests are assessments used to collect data of students’ success of obtaining the information taught throughout their academic career (Ohlemacher, 2014). The content of standardized tests include material that is deemed necessary to know in order to succeed in an educational setting and in life. The Common Core helps for creation of standardized testing. The Common Core is a set of standards that outlines what students should know by the end of each academic year (Common Core State Standard Initiatives, 2014). By administering standardized tests, education employees can determine whether the standards have been met. By holding schools accountable for teaching the same information to meet common goals, education can be researched and studied to ensure the most success. Standardized testing allows for results on school efficiency, teaching efficiency, and efficiency of students to obtain the knowledge.

Having standardized tests allows for an accurate comparison of school efficiency. Results of these tests help school officials to determine the types of programs and curricula that have the greatest outcome in student success. A study was done comparing 20 school systems that have been continuously successful in the academic success of their students (Mourshed, Chijioke, & Barber, 2010). One action that is commonly used among these school systems is the use of intervention programs (Mourshed, Chijioke, & Barber, 2010). One type of intervention used was the cross-stage intervention (Mourshed, Chijioke, & Barber, 2010). Cross-stage interventions are used for change within the school system (Mourshed, Chijioke, & Barber, 2010). There are six interventions that fall under this category:

revising the curriculum and standards, ensuring an appropriate reward and remunerations structure for teachers and principals, building the technical skills of teachers and principals, assessing students, establishing data systems, and facilitating improvement through the introduction of policy documents and education laws (Mourshed, Chijioke, & Barber, 2010).

By using the results from standardized testing, school officials can create a more successful learning environment.

Standardized testing also allows measurement of student success. Under the No Child Left Behind Act, all students must be required to complete standardized testing, including students with disabilities (Rhee, 2011). All students are required to take standardized tests that measure their academic level. Results from these tests allows for teachers to understand the strengths and weaknesses of their students. Success of students is connected to the ability of the teacher to successfully present the necessary information required for students to learn. The results of the standardized tests allow understanding of what works and what does not work in the classroom. Through the results, teachers can modify activities in the classroom in order for their students to succeed. In the same study mentioned above, another type of intervention used was the stage-dependent intervention (Mourshed, Chijioke, & Barber, 2010). Stage-dependent interventions contain levels of success (Mourshed, Chijioke, & Barber, 2010). Results on the standardized tests correlate to the level of an individual. The levels include poor-fair, fair-good, good-great, and great-excellent. As a student becomes more successful, their intervention program is modified (Mourshed, Chijioke, & Barber, 2010).

At my high school, each grade, except for 12^th grade, was required to partake in standardized testing. Results were never mentioned and I do not know if results were used to ensure better education. For me, standardized testing was a day where I didn’t have to learn, so I enjoyed having a break from my education. I didn’t care about my results because there didn’t seem to be a consequence. I think my school should have informed us about standardized testing and what it means for our school and us as individuals. Not caring about my results could have potentially given inaccurate information. Knowing or having consequences in relation to my test results would have given me more determination to try. Programs such as the stage-dependent interventions would have benefited me at our school.

Success on standardized testing to enter college is vital in order to get accepted. Colleges require standardized tests due to the belief of predictive validity (Phelps, n.d.). Predictive validity is the correlation between an individual’s success on entrance exams and success of their college career (Phelps, n.d.). This correlation indicates that if an individual resulted in a good score on the entrance exams, then that same individual should have a successful college career. Before applying to college, it was necessary that I took the SAT. The SAT is a standardized test that measures critical reading, writing, and mathematics (The College Board, 2014). The goal of the SAT is to test students on material that they should be learning during their academic career (The College Board, 2014). However, I have known many students who have studied for this test, indicating that this test is not necessarily testing on material that has been taught in schools, but on material that has been deemed necessary in order to continue onto higher education.

This test, as well as others, is beneficial for colleges when accepting students into their programs. Colleges can only allow a certain number of students to attend, so it is necessary for colleges to determine which students can attend. It is important for colleges to choose students that they believe will graduate from their institution. Accepting students that cannot succeed only has negative impacts on the institution. Having required standardized tests allows for colleges to successfully accept students that will succeed.  

Although colleges may have evidence that required standardized tests might correlate to success in college, in my experience I found that my SAT score did not correctly indicate this. I have always been a bad test-taker, so I feel that my scores on standardized tests do not always accurately depict my future success. Because standardized testing may not always follow this correlation, colleges look at more than just standardized tests when accepting students into their program (Phelps, n.d.).

Standardized testing is used to measure students’ knowledge that they should have acquired during their academic career. Results from these tests are used to evaluate the efficiency of schools and their teachers. Colleges also use these results to determine the future success of a student at their institution. In my experience, standardized tests did not accurately depict my knowledge. However, standardized tests are not the only thing used when determining efficiency.

Works Cited

Common Core State Standards Initiative. (2014). Common Core State Standards Initiative. Retrieved from http://www.corestandards.org/about-the-standards/

Mourshed, M., Chijioke, C., Barber, M. (2010). How the world’s most improved school systems keep getting better. McKinsey&Company. Retrieved from http://standardizedtests.procon.org/sourcefiles/how-the-worlds-most-improved-school-systems-keep-getting-better.pdf

Ohlemacher, J. (2014). ED 615 Principles of Assessment. Stevenson University. Retrieved from https://swblackboard.stevenson.edu/bbcswebdav/pid-849695-dt-content-rid-4813668_1/courses/14F8W2_ED_615_OL1/Module%201.pdf

Phelps, R. (n.d.).  Estimating the Costs and Benefits of Educational Testing Programs. Education Consumers ClearingHouse. Retrieved from http://www.education-consumers.com/briefs/phelps2.shtm

Rhee, M. (2011, May 24). Accommodate Don’t Discriminate. The Blog. Retrieved from http://www.huffingtonpost.com/michelle-rhee/accommodate-dont-discriminate_b_866187.html

The College Board. (2014). The College Board. Retrieved from http://sat.collegeboard.org/why-sat/topic/sat/what-is-the-sat