Proposal For Standardized Tests 235034

Proposal Pitch for Standardized Tests

PROPOSAL PITCH FOR STANDARDIZED TESTS 4 Proposal Pitch for Standardized Tests Sammy North DeVry University Proposal for Standardized Tests I. Introduction A. Topic 1) Research question: Have standardized tests in the United States improved schools or demonstrated stronger student learning achievement? 2) Working thesis: Standardized tests in the United States have not improved schools and should be abolished and replaced with end-of-year subject tests because they will save time and money, lead to increased mastery of core subjects, and diminish dropout rates. 3) Angle: Standardized testing has made the gap between developed nations and the United States wider. Taxpayers and employers are paying the price of poorly educated graduates. No Child Left Behind has left nobody ahead, least of all our country’s educational standing among other developed nations. B. Context 1) Issues in education are in the news because budget cuts and school closures are tied to student performance on standardized tests. 2) Though I am a novice scholar, I am a parent and care deeply about education. I will refer to the expertise of several sources that will establish my credibility regarding standardized tests. The ideas of Hillocks (2002), McNeil and Valenzuela (2001), and Ravitch (2011), who are all experts on this topic, will help to establish my credibility. C. Audience 1) My primary audience will be educational stakeholders who are teachers, parents, or administrators. 2) My secondary audience is my professor and fellow classmates, some of whom may have experienced standardized tests or have school-aged children and will relate to the topic. 3) My audience shares my opinions and values and will likely be on my side. III. Evidence A. Research collected so far I have found support for the recommendation to remove poorly designed tests that don’t measure what they should. Federal mandates such as No Child Left Behind have spurred their growth and the reward-and-punishment system that serves nobody well, least of all the people these tests were intended to help: students. B. Research to be collected I will look for additional facts and statistics to demonstrate the gap between other nations and the United States. I will also look for experts who agree that there are implications for taxpayers and employers to show that the issues of schools affect the public at large. Finally, I will represent the opposing viewpoint and others who have suggested alternatives to standardized tests, including no testing at all. Yearly subject tests are better than other alternate recommendations that have been proposed, such as portfolios, because these tests would be objective determinants of learning rather than subject artifacts of courses. III. Conclusion I propose that end-of-year subject tests will be successful in raising the standards and expectations of our students while decentralizing control of students’ learning away from the government and politicians and in the control of teachers who know their students best. This solution is also better than having no assessments whatsoever, as that is unrealistic and does not prepare students for higher education or the workplace. The benefits of yearly subject tests include the time and money that will be saved by switching to end-of year subject tests; the collective energy of stakeholders in education—students, parents, teachers, administrators, and the public—will also be put to better use. I will develop my project to support these claims with research. IV. References Hillocks, G. (2002). The testing trap. New York, NY: Teachers College Press. McNeil, L., & Valenzuela, A. (2001). The harmful impact of the TAAS system of testing in Texas. In G. Ornfield & M. Kornhaber (Eds.), Raising standards or raising barriers? (pp. 127–150). New York, NY: Century Foundation. Ravitch, D. (2011). The death and life of the great American school system. Basic Books.

Paper For Above instruction

The debate surrounding standardized testing in the United States has been a persistent fixture in educational discourse, highlighting both the potential benefits and notable drawbacks of such assessments. While proponents argue that standardized tests provide measurable data to evaluate school performance and student achievement, critics contend that these tests do not inherently improve educational quality and often have detrimental effects on students and teachers alike. This paper aims to critically analyze the efficacy of standardized testing, arguing that these assessments have failed to enhance educational outcomes and should be replaced with alternative evaluation methods, specifically end-of-year subject tests, which promote greater mastery of content, resource efficiency, and equitable opportunities for students.

Introduction

The central question driving this discussion is whether standardized tests in the U.S. education system actually improve school quality and student learning achievements. The working thesis posits that these tests have not fulfilled their purported goals but instead perpetuate systemic issues that hinder educational progress. The angle of this argument emphasizes that the widening gap between the United States and other developed nations signifies the failure of standardized testing to produce meaningful improvements. My perspective is shaped by both academic research and personal concern as a parent invested in the success of educational policies.

Context and Significance

The prominence of issues related to standardized testing is evident in current media coverage, where widespread debates focus on budget cuts, school closures, and performance metrics linked to test scores. These issues critically influence policymaking and funding decisions, often leading to punitive measures against underperforming schools. From a personal standpoint, as a parent, I am deeply invested in advocating for assessments that genuinely reflect student abilities and support educational growth. Renowned scholars such as Hillocks (2002), McNeil and Valenzuela (2001), and Ravitch (2011) have extensively documented the limitations of high-stakes testing, establishing a credible foundation for this analysis.

Supporting Evidence

Historical and empirical research underscores the shortcomings of current standardized testing practices. For instance, the No Child Left Behind Act intensified reliance on assessments that measure narrow academic skills often disconnected from broader educational goals. Such tests tend to promote a "teaching to the test" culture, resulting in superficial learning rather than deep comprehension. Moreover, the reward-and-punishment framework embedded in these assessments has not significantly improved educational standards but has instead fostered stress, inequality, and demotivation among students, particularly those from disadvantaged backgrounds (Hillocks, 2002; Ravitch, 2011).

Need for Alternative Assessments

Recognizing these issues, I advocate for the adoption of end-of-year subject tests. These tests are designed to evaluate students' mastery of core content more objectively and efficiently than more subjective alternatives such as portfolios. Implementing standardized subject exams can decentralize control over assessments, empowering teachers to tailor instruction without excessive interference from centralized policies. Such a shift can lead to more authentic learning experiences and better preparation for higher education and workforce demands.

Counterarguments and Rebuttals

Opponents of standardized testing often argue that these assessments are necessary for accountability and ensuring minimum competency. While these concerns are valid, the evidence suggests that overreliance on standardized tests detracts from holistic educational development and may incentivize teaching to the test, which undermines creativity, critical thinking, and socio-emotional skills. Alternatives such as portfolios or project-based assessments, despite their benefits, often lack objectivity and can be resource-intensive. End-of-year subject tests strike a balance by providing measurable data while reducing the testing frequency and associated stress.

Conclusion

In conclusion, standardized tests in their current form do not substantially improve the quality of education or student achievement. Replacing them with end-of-year subject tests offers a pragmatic solution that emphasizes mastery, reduces costs, and decentralizes control from policymakers to teachers. These changes can foster an educational environment where higher standards are achievable and equitable for all students. The shift toward objective, content-focused assessments can serve as a catalyst for meaningful improvement in the U.S. education system, aligning standards with international benchmarks and preparing students better for future academic and professional endeavors.

References

• Hillocks, G. (2002). The testing trap. Teachers College Press.
• McNeil, L., & Valenzuela, A. (2001). The harmful impact of the TAAS system of testing in Texas. In G. Ornfield & M. Kornhaber (Eds.), Raising standards or raising barriers? (pp. 127–150). Century Foundation.
• Ravitch, D. (2011). The death and life of the great American school system. Basic Books.
• Ornfield, G., & Kornhaber, M. (Eds.). (2001). Raising standards or raising barriers? New York, NY: Century Foundation.
• Chubb, J. E., & Moe, T. M. (1990). Politics, markets, and America’s schools. Brookings Institution Press.
• Berliner, D. C., & Biddle, B. J. (1995). The manufactured crisis: Myths, fraud, and the attack on America’s public schools. Basic Books.
• Loveless, T. (2009). The 2009 Brown Center Report on American Education. Brookings Institution.
• Hargreaves, A., & Shirley, D. (2009). The fourth way: The inspiring future of educational change. Corwin Press.
• Gordon, P. (2008). The potential of authentic assessment in improving learning. Educational Leadership, 65(4), 44–50.
• Darling-Hammond, L. (2010). The flat world and education: How America's commitment to equity will determine our future. Teachers College Press.