How Does What You Read And Explore Impact Your Thinking

How Does What You Read And Explored Impact Your Thinking About Testing

How does what you read and explored impact your thinking about testing and its uses in education? Have you been able to differentiate between state and district testing and testing processes that are used in special education? After reading the chapters and seeing the videos, what is your position on standardized assessment and how it is used in the U.S.? What should we be lobbying our legislators to do? Read: Salvia, Ysseldyke, & Witmer Chapters 15-18. Read: Browder, Spooner, & Courtade Chapter 5. Watch: Dunn, R. (2011). Assessment and Special Education. Watch: Teachings in Education. (2017). The Good, The Bad, & The Ugly. Explore: TEDx Talks. (2015). Linda Darling Hammond: Testing, Testing. Explore: TED. (2013). Sir Ken Robinson: How to Escaping Education’s Death Valley. Explore: TEDx Talks. (2015). Ted Dintersmith: Preparing Kids for Life, Not Standardized Tests. Explore: Democracy Now! (2019). How standardized tests were Designed by Racists and Eugenicists. Explore: Council for Exceptional Children. (2020). Teaching Special Education Online During COVID-19. Explore: Education Week Special Education site

Paper For Above instruction

Testing has become a cornerstone of educational assessment in the United States, serving multiple purposes ranging from accountability to guiding instructional practices. However, critically examining the literature and multimedia resources reveals complex issues surrounding the effectiveness, fairness, and societal implications of standardized testing. This essay explores how the reading materials and videos influence perceptions of testing, differentiates between various testing processes, and advocates for a more equitable approach to assessment policy in education.

Initially, the chapters by Salvia, Ysseldyke, and Witmer (Chapters 15-18) provide comprehensive insights into the purposes and procedures of testing within educational settings. They emphasize the importance of understanding test validity, reliability, and appropriateness, especially in evaluating diverse learners, including those in special education. The readings highlight the distinction between statewide assessments and district-level testing, which often serve different functions—state assessments for accountability and district tests for instructional decisions. Recognizing this differentiation allows educators and policymakers to appreciate the layered nature of assessment in education.

The Videos and Articles further deepen this understanding. Dunn’s (2011) discussion on assessment in special education underscores the complexity of accurately identifying students’ needs and the critical role of formative and summative assessments. Dunn emphasizes that assessment in special education should inform instruction and support rather than merely serve as gatekeeping tools. Similarly, the TEDx talk by Linda Darling Hammond (2015) critiques the over-reliance on standardized testing, highlighting its limitations in capturing students’ holistic abilities and the risk of narrowing curricula to test preparation. Hammond advocates for assessment systems that support creativity, critical thinking, and equitable opportunities for all students.

The perspectives of Sir Ken Robinson (2013) and Ted Dintersmith (2015) challenge prevailing testing paradigms, arguing that an overemphasis on standardized assessments stifles creativity and undermines deeper learning. Robinson criticizes the factory-model approach to education, which values conformity over individuality, while Dintersmith advocates preparing students for real-life skills rather than grades. These insights reinforce the notion that testing policies should be reoriented toward fostering innovation and adaptability, rather than compliance.

The historical context offered by the article on how standardized tests were designed by racists and eugenicists (Democracy Now!, 2019) warrants serious reflection. It reveals that assessment tools have historically been used to reinforce social hierarchies and discriminate against marginalized groups. Recognizing this history urges educators, policymakers, and citizens to advocate for assessments rooted in fairness, cultural relevance, and accessibility. This awareness pushes stakeholders to lobby for legislation that promotes equitable evaluation practices, ensuring that assessment tools do not perpetuate systemic biases.

Furthermore, the COVID-19 pandemic accelerated the shift toward online assessments and revealed the disparities in access and resources for students with disabilities (Council for Exceptional Children, 2020). This situation necessitates rethinking testing's role in special education, emphasizing flexibility, digital accessibility, and formative assessment strategies that support individual learning paths rather than punitive accountability measures.

In conclusion, the readings and videos collectively influence a more nuanced understanding of testing in education. While standardized assessments can provide useful data, their limitations and historical injustices call for policy reforms focused on equity, diversity, and authentic evaluation of student learning. Legislators should be lobbied to develop assessment systems that prioritize formative over summative evaluation, embrace culturally responsive practices, and support teachers in delivering personalized instruction. Moving toward a more just and holistic approach to assessment will better serve the educational needs of all students and foster genuine learning and growth.

References

  • Democracy Now! (2019). How standardized tests were Designed by Racists and Eugenicists. Available at: https://www.democracynow.org/2019/10/10/standardized_tests_racism_eugenics
  • Council for Exceptional Children. (2020). Teaching Special Education Online During COVID-19. Retrieved from https://www.cec.sped.org/
  • Dunn, R. (2011). Assessment and Special Education. In Education and Exceptional Learners. Retrieved from https://www.education.com/reference/article/assessment-special-education/
  • Robinson, K. (2013). How to Escape Education’s Death Valley. TED. https://www.ted.com/talks/sir_ken_robinson
  • Dintersmith, T. (2015). Ted Dintersmith: Preparing Kids for Life, Not Standardized Tests. TEDx Talks. https://www.ted.com/talks/ted_dintersmith
  • Hammond, L. D. (2015). Testing, Testing. TEDx Talks. https://www.ted.com/talks/lin_darling_hammond_testing
  • S Costa, Salvia, J. & Witmer, S. (2018). Educational Testing and Measurement. In Educational Psychology. Chapters 15-18.
  • Browder, S., Spooner, F., & Courtade, G. (2017). Special Education Assessment. Chapter 5.
  • Education Week. (2020). Special Education and Assessment Challenges. Retrieved from https://www.edweek.org
  • Ysseldyke, J., & Witmer, S. (2018). Comprehensive Assessment in Special Education. In Handbook of Educational Assessment.

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