An article in the Sunday Review highlights some of the concerns
about standardized tests raised by minority parents, students, and educators.
Not exact matches
The results of this new research demonstrate that the potential benefits of increased teacher diversity extend well beyond
standardized test scores,
raising important questions
about lost opportunities caused by the underrepresentation of minority teachers in America today.
I share the concerns
raised by many of my friends at the Coalition of Essential Schools that
standardized tests do not
test many of the things we care
about.
Recently concerns have also been
raised about the amount of time students now spend taking
standardized tests.
They also
raise important questions
about the government's reliance on
standardized test results as a guide for regulating the options available to families.
In an op - ed published by US News and World Report, Sara Mead of Bellwether Education Partners examined
standardized testing under ESSA,
raising questions
about whether waiting until third grade to gauge performance is too late to catch under - performing students.
Yet when compared with this year's ISTEP +, Wyoming's 2010 PAWS experience
raises many of the same questions
about the future of online
standardized testing — in part, because the problems students experienced were the same.
In the last month we've
raised serious concerns
about the lack of emergency preparedness at many campuses, provided the school district with an application process to pilot restorative practices in our schools, and called on district leaders to expand SAISD's simplistic conception of student success and measure our students in ways that do justice to their social and emotional needs — something absent from SAISD's endless focus on
standardized test data.
Each year educators
raise concerns
about the limitations of
standardized testing and the downside of «teaching to the
test» while policymakers and commentators discuss and pontificate
about the «shockingly poor results.»
Although value - added is one of the more advanced statistical approaches, researchers have
raised concerns
about its reliability, as well as potential unintended consequences, such as demoralizing teachers and placing greater emphasis on
standardized tests.
Concerns
about whether students have to take too many
standardized tests have been
raised for years.
I've previously posted
about studies that have found that the laser - like focus on
raising student
test scores often identifies teachers who are good at doing that, but those VAM - like measures tend to short - change educators who are good at developing Social Emotional or «non-cognitive skills» (see More Evidence Showing The Dangers Of Using High - Stakes Testing For Teacher Evaluation; Another Study Shows Limitations Of Standardized Tests For Teacher Evaluations; Study Finds Teachers Whose Students Achieve High Test Scores Often Don't Do As Well With SEL Skills and SEL Weekly Upda
test scores often identifies teachers who are good at doing that, but those VAM - like measures tend to short - change educators who are good at developing Social Emotional or «non-cognitive skills» (see More Evidence Showing The Dangers Of Using High - Stakes
Testing For Teacher Evaluation; Another Study Shows Limitations Of
Standardized Tests For Teacher Evaluations; Study Finds Teachers Whose Students Achieve High
Test Scores Often Don't Do As Well With SEL Skills and SEL Weekly Upda
Test Scores Often Don't Do As Well With SEL Skills and SEL Weekly Update).