Unintended Consequences Of Standardized Testing

A predominance of children and teens in the United States of America, and around the world between the ages of five and eighteen years old take tests. These test are commonly known as "E.O.C", "E.O.Y.s" and simply "Standardized Tests." Standardized tests have many negative impacts on children. For example, standardized tests have no achievement regarding students intelligence levels. However, one may consider standardized test to be a positive impact on their student because their schools approve of them. Another positive point is that most of the children's parents approve of them. Lastly, the students themselves also think that the testing is fair. Nonetheless, these standardized tests are positively impacting many students around
Yeh, "Limiting the Unintended Consequences of High-Stakes Testing" Education Policy Analysis Archives, October Twenty-eighth, Two-thousand and five. This means that not only the school teachers approve of the standardized test, but the schools administrators approve of them as well. Regarding Gregory J. Cizek, "High-Stakes Testing: Contexts, Characteristics, Critiques and Consequences," Defending Standardized Testing, Ed. Richard P. Phelps, Two-thousand and five. "An official study in the Education Policy Analysis Archives', or EPPA's March Twenty-Eighth, Two-thousand two Edition concluding that standardized testing has little education merit, has been discredited by educational researchers for poor methodology and was criticized for wrongly blaming the test themselves for stagnant test
Regarding "Shanghai Tops International Test Scores,” www.washingtonpost.com, December Seventeenth, Tim Walker, "PISA Two-thousand and nine: U.S. Students in the Middle of the Pack,” www.neatoday.org, December Seventh, Two-thousand and ten, as well as Andrew J. Coulson, "Cato Handbook for Policymakers, Seventh Edition: Twenty. K-Twelfth Education,” www.cato.org, Two-thousand and nine, "After No Child Left Behind (NCLB) passed in Two-thousand and two, the US slipped from Eighteenth in the world in math on the Programme for International Student Assessment (PISA) to Thirty-first place in Two-thousand and nine, with a similar drop in science and no change in reading. This illuminates to show that in fact there is no improvement in children's testing scores. On May twenty-sixth, two-thousand and eleven, National Research Council report found no evidence test-based incentive programs are working: "Despite using them for several decades, policymakers and educators do not yet know how to use test-based incentives to consistently generate positive effects on achievement and to improve education." - Committee on Incentives and Test-Based Accountability in Public Education at the National Research Council,