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Standardized Testing: Why Bother? - Papers Online

Standardized Testing: Why Bother?

Standardized Testing: Why Bother?

In today’s world standardized tests play a large part in the lives of students across the country. Standardized tests are exams that asses a student's capability of answering questions in a multiple choice format. These tests are also deemed by many unfair and insufficient when used to determine a student’s academic abilities. There are many negative effects of standardized testing including teaching of the tests, stress on students, and limited ability to measure achievement.
On the contrary, to what many believe standardized testing has always been a subject of controversy among school systems. For several years teachers have been accused of ...

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addition to the stress put on teachers due to standardized testing, students also have an abundance of pressure on their shoulders. Along with the daily homework and curricular activities students take part in; they also have to find time to study for standardized tests. Several tests students take throughout their high school careers are used to determine their eligibility for college. Sometimes students feel pressured to do well on standardized tests because they are used to determine their educational future. Standardized tests are also used when determining scholarship eligibility for students. Certain colleges offer scholarship opportunities, but only to students who have earned exceptional scores on these tests.
Undoubtedly, standardized testing can be seen as having limited ability to measure achievement. Educationists feel that memorizing facts, learning certain steps and then just marking an answer does not show many other factors of students capabilities. Some ...

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Standardized Testing: Why Bother?. (2011, April 4). Retrieved May 8, 2025, from http://www.essayworld.com/essays/Standardized-Testing-Why-Bother/97559

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PAPER DETAILS

Added: 4/4/2011 05:38:57 PM
Submitted By: babygirl5452003
Category: Education
Type: Premium Paper
Words: 458
Pages: 2

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