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Standardized testing can be likened to that of a most valuable player batting average. Richard Rothstein, Former New York Times education columnist, provides an excellent analogy to us.
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Standardized testing can be likened to that of a most valuable player batting average. Richard Rothstein, Former New York Times education columnist, provides an excellent analogy to us.6
“Mike Piazza, batting .332, could win this year’s Most Valuable Player award. He has been good every year, with a .330 career batting average, … and a member of each All Star team since his rookie season. The Mets reward Piazza for this high achievement, at the rate of $13 million a year.
“Mike Piazza, batting .332, could win this year’s Most Valuable Player award. He has been good every year, with a .330 career batting average, … and a member of each All Star team since his rookie season. The Mets reward Piazza for this high achievement, at the rate of $13 million a year.7
But what if the team decided to pay him based not on overall performance but on how he hit during one arbitrarily chosen week? How well do one week’s at-bats describe the ability of a true .330 hitter?
But what if the team decided to pay him based not on overall performance but on how he hit during one arbitrarily chosen week? How well do one week’s at-bats describe the ability of a true .330 hitter?8
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Not very. Last week Piazza batted only .200. But in the second week of August he batted .538. If you picked a random week this season, you would have only a 7-in-10 chance of choosing one in which he hit .250 or higher.”
1
Not very. Last week Piazza batted only .200. But in the second week of August he batted .538. If you picked a random week this season, you would have only a 7-in-10 chance of choosing one in which he hit .250 or higher.”9
Standardized testing offers a three-hour window for students to demonstrate their scholastic abilities. Therefore is it really a good predictor of a student’s ability to be successful in college?
Standardized testing offers a three-hour window for students to demonstrate their scholastic abilities. Therefore is it really a good predictor of a student’s ability to be successful in college?10
Attempts to standardize the college admissions process began in the early 1900’s. The first attempts were subject mastery tests given by the College Entrance Examination Board (CEEB). Also during the early 1900’s, some colleges added psychological or intelligence tests to their admission requirements. The main designer of the Scholastic Assessment Test (SAT), Carl Campbell Brigham, did not like the use of the psychological tests for college admissions. In the 1920’s the Scholastic Assessment Test (SAT) was introduced. Testing of any kind for college admissions did not become popular until the baby boomers increased the demand for a college education and the colleges themselves became more selective. The Scholastic Assessment test was not utilized to the extent of the present day until the early 1960’s. By this time the American College Testing Service had developed the ACT. By the 1970’s the SAT and the ACT were the deciding criteria for college admissions. The SAT has had many format changes over the course of its history. The very first change separated the math and verbal skills into two separate tests. Subsequently, the analogy section was eliminated, more critical reading passages included, and the addition of a writing section. The ACT has four sections including math, English, reading comprehension and science reasoning. The ACT also has an optional writing portion.
Attempts to standardize the college admissions process began in the early 1900’s. The first attempts were subject mastery tests given by the College Entrance Examination Board (CEEB). Also during the early 1900’s, some colleges added psychological or intelligence tests to their admission requirements. The main designer of the Scholastic Assessment Test (SAT), Carl Campbell Brigham, did not like the use of the psychological tests for college admissions. In the 1920’s the Scholastic Assessment Test (SAT) was introduced. Testing of any kind for college admissions did not become popular until the baby boomers increased the demand for a college education and the colleges themselves became more selective. The Scholastic Assessment test was not utilized to the extent of the present day until the early 1960’s. By this time the American College Testing Service had developed the ACT. By the 1970’s the SAT and the ACT were the deciding criteria for college admissions. The SAT has had many format changes over the course of its history. The very first change separated the math and verbal skills into two separate tests. Subsequently, the analogy section was eliminated, more critical reading passages included, and the addition of a writing section. The ACT has four sections including math, English, reading comprehension and science reasoning. The ACT also has an optional writing portion.11
These tests of subject mastery, SAT and ACT are a poor measure of a students ability to be successful in college. The tests offer a very limited view of the student, are biased in favor of wealthy upper class students and, universities/colleges should take a more personal interest in the students they are considering for admissions.
These tests of subject mastery, SAT and ACT are a poor measure of a students ability to be successful in college. The tests offer a very limited view of the student, are biased in favor of wealthy upper class students and, universities/colleges should take a more personal interest in the students they are considering for admissions.12
The ACT/SAT is taken usually on a Saturday morning starting at eight o’clock and ending around twelve o’clock. This four-hour window is the determining factor for the student’s college choices. Many external factors could affect the student’s ability to perform adequately to gain admittance to the college of his/her choice. These factors include stress over taking the test, amount of sleep, distractions at the testing sight, time of day, and emotional state. Consequently, the number derived from the outcome of this test should not be the only criteria on which a college choice is made. According to Jill Tiefenthaler of Wake Forest University “Things that do not show up on standardized tests include: integrity, work ethic, open‑mindedness, and that passion for learning that drives students to lose themselves in classic literature or intricate math problems.” So Wake Forest University changed their policy. They made the SAT/ACT optional. They were hoping this would bring them a broader range of candidates. What they got was more then they could imagine. “We heard from students who were artists and critical thinkers and not just great test takers.”
The ACT/SAT is taken usually on a Saturday morning starting at eight o’clock and ending around twelve o’clock. This four-hour window is the determining factor for the student’s college choices. Many external factors could affect the student’s ability to perform adequately to gain admittance to the college of his/her choice. These factors include stress over taking the test, amount of sleep, distractions at the testing sight, time of day, and emotional state. Consequently, the number derived from the outcome of this test should not be the only criteria on which a college choice is made. According to Jill Tiefenthaler of Wake Forest University “Things that do not show up on standardized tests include: integrity, work ethic, open‑mindedness, and that passion for learning that drives students to lose themselves in classic literature or intricate math problems.” So Wake Forest University changed their policy. They made the SAT/ACT optional. They were hoping this would bring them a broader range of candidates. What they got was more then they could imagine. “We heard from students who were artists and critical thinkers and not just great test takers.”13
What exactly are these tests measuring? Are they measuring a student’s financial ability to take the test multiple times in hopes of scoring higher each time? Are they measuring a student’s ability to afford the prep classes that are so prevalent in this high stakes testing era? The cost of taking the SAT is $45.00 each time with other fees if you want the scores sent to more than 4 schools. The cost of the ACT is $32.00 without the writing portion and $47.00 with the writing portion. For students from the lower socioeconomic bracket, taking the test multiple times can be quite a strain on the family budget. SAT and ACT do offer a maximum of two fee waivers which is helpful but still limits a students ability to take it multiple times. Also, many students feel the need to study for such an important test. Many companies and colleges/universities offer test prep classes for a fee. The fees range greatly and many of these classes advertise that a student can boost his/her scores. Many students have indeed increased their scores. What about those students that cannot afford the classes? Again, what are we measuring? The other concern with socioeconomic status is whether or not someone with greater background knowledge and life experiences will do better on the test. Obviously, wealthy students will have greater opportunity for travel and participating in activities that require money, such as the arts and some sports. Does being poor and from the inner city or a rural area limit your ability to learn beyond high school? No, but it may limit your ability to be successful on a test that assumes you have the background knowledge necessary to understand the writing prompt or the reading passages.
What exactly are these tests measuring? Are they measuring a student’s financial ability to take the test multiple times in hopes of scoring higher each time? Are they measuring a student’s ability to afford the prep classes that are so prevalent in this high stakes testing era? The cost of taking the SAT is $45.00 each time with other fees if you want the scores sent to more than 4 schools. The cost of the ACT is $32.00 without the writing portion and $47.00 with the writing portion. For students from the lower socioeconomic bracket, taking the test multiple times can be quite a strain on the family budget. SAT and ACT do offer a maximum of two fee waivers which is helpful but still limits a students ability to take it multiple times. Also, many students feel the need to study for such an important test. Many companies and colleges/universities offer test prep classes for a fee. The fees range greatly and many of these classes advertise that a student can boost his/her scores. Many students have indeed increased their scores. What about those students that cannot afford the classes? Again, what are we measuring? The other concern with socioeconomic status is whether or not someone with greater background knowledge and life experiences will do better on the test. Obviously, wealthy students will have greater opportunity for travel and participating in activities that require money, such as the arts and some sports. Does being poor and from the inner city or a rural area limit your ability to learn beyond high school? No, but it may limit your ability to be successful on a test that assumes you have the background knowledge necessary to understand the writing prompt or the reading passages.14
The college admission process consists of the participant sending in an application with your ACT/SAT score on it and your grade point average. The college then looks at the application sent. If the scores are high enough they send you a letter saying “congratulations”. If your scores are not high enough then you receive a letter of rejection. Universities/Colleges should look at candidates on a more personal level. The way a university selects its students should reflect its ideals. Schools should want to have relationships with their students and faculty and therefore should take the time necessary “to consider students across a broad range of criteria: personal interviews, reflective essays, letter of recommendation and a thorough examination of high school curriculum and grades.”(Tiefenthaler) This is quite an investment on the part of the college/university, but one that will result in a greater mix of curious, engaged and thoughtful students.
The college admission process consists of the participant sending in an application with your ACT/SAT score on it and your grade point average. The college then looks at the application sent. If the scores are high enough they send you a letter saying “congratulations”. If your scores are not high enough then you receive a letter of rejection. Universities/Colleges should look at candidates on a more personal level. The way a university selects its students should reflect its ideals. Schools should want to have relationships with their students and faculty and therefore should take the time necessary “to consider students across a broad range of criteria: personal interviews, reflective essays, letter of recommendation and a thorough examination of high school curriculum and grades.”(Tiefenthaler) This is quite an investment on the part of the college/university, but one that will result in a greater mix of curious, engaged and thoughtful students.15
For over a century we have been trying to put a number on the abilities of our students in order to better place them in schools. But the only way to understand the abilities of a person is to know the person. Colleges need to take the time to know who there applicants are and not just know them from a three-hour window or based on his/her ability to pay for test prep. This would ensure that students who truly possess the skills and have the sincere desire for an education but may not be the best at bubbling the correct answer would be given the opportunity to become members of the college learning community of their choice.
For over a century we have been trying to put a number on the abilities of our students in order to better place them in schools. But the only way to understand the abilities of a person is to know the person. Colleges need to take the time to know who there applicants are and not just know them from a three-hour window or based on his/her ability to pay for test prep. This would ensure that students who truly possess the skills and have the sincere desire for an education but may not be the best at bubbling the correct answer would be given the opportunity to become members of the college learning community of their choice.16
Tiefenthaler, Jill. “A Student Is More Than Numbers; Proponents call standardized test scores a fair, reliable predictor of a student’s success in college. Others say that high school records are just as good as SAT scores and that a nuanced admissions process yields a more diverse and academically strong student body. Are the tests necessary?.” U.S. News & World Report. 146. 8 (Sept 1, 2009): 25. Opposing Viewpoints Resource Center. Gale. Alabama Virtual Library Remote Access. 9 Nov. 2009 .
Tiefenthaler, Jill. “A Student Is More Than Numbers; Proponents call standardized test scores a fair, reliable predictor of a student’s success in college. Others say that high school records are just as good as SAT scores and that a nuanced admissions process yields a more diverse and academically strong student body. Are the tests necessary?.” U.S. News & World Report. 146. 8 (Sept 1, 2009): 25. Opposing Viewpoints Resource Center. Gale. Alabama Virtual Library Remote Access. 9 Nov. 2009 17
Dan French. “High-Stakes Testing Is Flawed.” At Issue: Standardized Testing. Ed. Roman Espejo. Detroit: Greenhaven Press, 2008. Opposing Viewpoints Resource Center. Gale. Alabama Virtual Library Remote Access. 9 Nov. 2009 .
Dan French. “High-Stakes Testing Is Flawed.” At Issue: Standardized Testing. Ed. Roman Espejo. Detroit: Greenhaven Press, 2008. Opposing Viewpoints Resource Center. Gale. Alabama Virtual Library Remote Access. 9 Nov. 2009 18
Shai D. Bronshtein. “Assessment Through Standardized Testing Isn’t Recommended for Colleges.” At Issue: Standardized Testing. Ed. Roman Espejo. Detroit: Greenhaven Press, 2008. Opposing Viewpoints Resource Center. Gale. Alabama Virtual Library Remote Access. 9 Nov. 2009 .
Shai D. Bronshtein. “Assessment Through Standardized Testing Isn’t Recommended for Colleges.” At Issue: Standardized Testing. Ed. Roman Espejo. Detroit: Greenhaven Press, 2008. Opposing Viewpoints Resource Center. Gale. Alabama Virtual Library Remote Access. 9 Nov. 2009 19
Theodore A. O’Neill. “Standardized Testing Does Not Measure College Success.” At Issue: Standardized Testing. Ed. Roman Espejo. Detroit: Greenhaven Press, 2008. Opposing Viewpoints Resource Center. Gale. Alabama Virtual Library Remote Access. 9 Nov. 2009 .
Theodore A. O’Neill. “Standardized Testing Does Not Measure College Success.” At Issue: Standardized Testing. Ed. Roman Espejo. Detroit: Greenhaven Press, 2008. Opposing Viewpoints Resource Center. Gale. Alabama Virtual Library Remote Access. 9 Nov. 2009 20
Pandey, Kundan. “Pros and Cons of Standardized Tests.” Buzzle.com. 7/24/2009. Web. 29 Oct 2009. .
Pandey, Kundan. “Pros and Cons of Standardized Tests.” Buzzle.com. 7/24/2009. Web. 29 Oct 2009. 
Give a more powerful introduction for your audience.
Give a more powerful introduction. Grab their attention.
It should be player’s batting average.
I think this paragraph makes a valid point.
Not very is not a complete sentence.
I agree with your opinion on this matter.
Its a bit choppy try to make it flow a little bit better.Make sure u support your agrument
its good but it is a little choppy in some parts if you can make it flow a little better. Also you need to support what your talking about, your agrument, better it does not seem strong enough.